Internal Factors And Ethnic Differences In Achievement Flashcards
How has research proven Internal Factors in Ethnic Achievement? (GMS)
- Gilborn + Mirza; Black children were highest achievers on entry to a primary schools (20% Higher) but had worst GCSE results (21% Lower)
- Strand; 530,000 7-11 Year olds found many Black pupils fall behind after starting school
What are the main Internal Factors for Ethnic Differences in Achievement?
- Labelling, identities and resources
- Institutional racism
How has ‘Labelling’ impacted Ethnic Achievement? (CGS)
- Coard; Teachers have lower expectations of Black pupils, encourages a SFP while Asian pupils are ‘ideal’
- Gilborn; Afro-Caribbean Boys are labelled as ‘unruly’ for their speech + respond to their labels
- Sewell; Racism led teachers to see all Black Boys as ‘rebels’
How has Wright’s study support ‘Labelling’ in Ethnic Achievement?
- Research of 4 multi-racial primary schools involving 970 pupils + 57 staff
- Found Afro-Caribbean Boys received a disproportionate amount of negative attention while Asian Girls seemed invisible
- Attempts to embrace cultural experiences often led to problems
How has Mirza’s study support ‘Labelling’ in Ethnic Achievement?
- Researched a sample of 138 young people + 62 Black females aged 15-19
- Black Girls we’re concerned with academic success + prepared to work hard
- Teachers were Overtly racist, Subtly racist or Anti-racists
- Well-meaning but misguided behaviour from teachers held the Black Girls back
How has ‘Pupil Identities’ impacted Ethnic Achievement? (LIR)
- Archer; Ethnic minority pupils were more likely to have a ‘Pathologised pupil identity’ of a ‘Demonised pupil identity’
- Asian pupils were characterised as conformist + ‘over-achiever’ while Black pupils were characterised as unintelligent + ‘under-achieved’
- ‘Proper’ achievement was seen in the White MC pupil
How has ‘Pupil Responses and Subcultures’ impacted Ethnic Achievement? (LIR)
- Fuller; Research on a small group of girls of West Indian origin
- Directed their frustrations towards achievement in school but not conforming as ‘good’ pupils
- ‘Pro-education’ not ‘Pro-school’
How has ‘Critical Race Theory’ impacted Ethnic Achievement? (IR)
- Rothmayr; Institutional racism is a ‘locked-in inequality’, historical discrimination has made inequality self-perpetuating
- Gilborn; Inequality is locked into schools + endemic
How has ‘Marketisation, Selection and Segregation’ impacted Ethnic Achievement? (IR)
- Gilborn; Marketisation has given schools greater scope to select their pupils which places minority groups at a disadvantage
- Racism in school admission procedures leads to ethnic minority children ending up in unpopular schools
How has ‘Ethnocentric Curriculum’ impacted Ethnic Achievement? (IR)
- Troyna + Williams; Curriculum in British schools is ethnocentric since it prioritises white culture + English language
- Coard; Black culture, history, literature, music + art are absent in the curriculum which result in a negative self-concept
How has ‘Assessment’ impacted Ethnic Achievement? (IR)
- Gilborn; ‘Assessment game’ is rigged to validate a cultures superiority
- 2003 ‘Baseline assessments’ were replaced by the ‘Foundation Stage Profile’, overnight Black Pupils appeared to be performing worse
- Sanders + Horn; Weight was given to teacher tasks than written exams, widening the gap of ethnic groups
How has ‘Access to Opportunities’ impacted Ethnic Achievement? (IR)
- Gilborn; White Pupils are 2X as likely as Black Caribbean’s + 5X more likely than Black Africans to be identified in ‘Gifted + Talented Programme’
- Gilborn; ‘New IQism’ teachers + policy makers have false assumptions about the nature of pupil’s ability
- Strand; Achievement in maths + science tests found Black Pupils were systemically under-represented in entry
