Topic 3-Ethnic Differences In Achievement

Question 1

Cultural deprivation
-Underachievement of some ethnic groups caused by the result of inadequate socialisation at home.

Answer 1

3 main explanations:
-attitudes and values
-intellectual and linguistic skills
-family structure and parental support

Question 2

External factors

Answer 2

1.)Racism in the wider society
2.)Cultural deprivation
3.)Material deprivation

Question 3

Intellectual and linguistic skills
-Major cause of underachievement
-CDT argue that low income black families lack intellectual stimulation and extra curriculum experiences

Answer 3

=poorly equipped for school cause they haven’t been able to develop the necessary skills and problem solving skills.

Question 4

Bereiter and Engelmann

Answer 4

Language spoken from low-black families is inadequate for educational success -ungramatical,disjointed,can’t express abstract ideas

Question 5

David and Mizra

Answer 5

Note that Indians do well despite English not being their first language

Question 6

Attitudes and Values
CDT lack of motivation reason of failure for black kids

Answer 6

-they are socialised into subcultures which holds a fatalistic ‘live for today’ attitude and doesn’t value education
=unequipped for school,they are not socialised into the mainstream curriculum and socialisation.

Question 7

Family structure and parental support

Answer 7

CDT argue that this failure to socialise children adequately is the result of a dysfunctional family structure.

Question 8

Moynihan
-Black families are headed by lone mother,results to their children’s being deprived from adequate
care..

Answer 8

due to struggling financially in the absence of male breadwinners,
-also means a lack of role model for male achievement=sees it as a cycle where inadequately socialised children from unstable families fail in school and became inadequate parents themselves.

Question 9

Murray
-lack of positive role models
-High rate of lone parents

Answer 9

lead to underachievement of some minorities

Question 10

Pryce
-Why are Asians higher acheivers and Caribbean culture isn’t?

Answer 10

cause their culture is more resistant to racism and gives them greater sense of worth,
but Caribbean culture is cohesive(stick together) and less resistant,meaning BP have low self esteem.

Question 11

Pryce-coloniasm

Answer 11

BP=experience of slavery was culturally devesting for blacks,being sold and transported meant they lost their language,cultural,religion,family.
Asians family structure ,language religion weren’t destroyed

Question 12

Sewell:fathers,gangs and culture
-Argues that it is not the absence of fathers as role models that lead BP to underachieve but the problem is the lack of father nurturing or tough love

Answer 12

=to Black boys finding hard to overcome the emotional and behavioral difficulties of adolescence.
-Street gangs come along and offer preserve love and loyalty=making them subjects to anti-school peer groups.
Sewell interviewed academically successful black boys and they felt that the greater barrier to success was pressure from other boys as doing well in schools was seen as selling out to the white establishment.
BP do worst then their Asian counterparts cause of cultural differences in socialisation and attitudes to education.

Question 13

Gillborn

Answer 13

Argues that its not peer pressure but institutional racism within the education system itself that systematically produces failure of BP

Question 14

Asian families(Sewell)

Answer 14

Indian and Chinese benefit from the supportive families that have an Asian work ethic and place high value in education.

Question 15

Asian families(Lupton)
-Argues that adult authority is similar to the model that operates in schools

Answer 15

Found respectful behavior towards adults from children was expected=parents were more likely to support school behavior policies

Question 16

White working-lass families(McCulloch)
-He did a survey of 16,000 pupil and found that ethnic minority pupils..

Answer 16

are more likely to aspire to go to university than white British pupils.
-lack of aspirations may be due to lack of parental support .

Question 17

White working-lass families(Lupton)
Studied 4 WC schools
-Two white, one Pakistani and on ethnically mixed community.

Answer 17

-Found that teachers reported levels of behavior and discipline in the white WC schools-despite fewer children in FSM.
Teachers blames this on lower levels of parental support and the negative attitude that white WC parents have
-Ethnic minority parents were more likely to see education as a way up to society.

Question 18

White working-lass families(Evans)

Answer 18

street culture in white WC area is brutal and so young people need to withstand intimidation and intimidate others therefore WC bring this behavior to schools

Question 19

Criticisms of CDT(Keddie)
-Sees CDT as a victim-blaming explanation

Answer 19

argues ethnic minority children are culturally diff not deprived. They underachieve cause school are ethnocentric: biased in favour of white culture and against minorities.

Question 20

Criticisms of CDT(Lawrence)
-Challenges Pryce’s view

Answer 20

that black pupil fail cause they are weak and they lack self-esteem they underachieve cause of racism instead

Question 21

Criticisms of CDT(Driver)
-for ignoring the positive effects of ethnicity on achievement.
-Shows that black Caribbean are far from dysfunctonal

Answer 21

-provides girls with positive role models of strong independent women
-black girls became more successful in education than black boy

Question 22

Material deprivation and class(Palmer)-facts

Answer 22

-Almost half of all ethnic minority children live in low-income households, against a quarter of white children.
-ETM are more likely to be unemployed compared with whites
-ETM households more likely to be 3 times homeless
-More likely to be engage in shift work,LIKELY Pakistani and Bangladesh women engaged in low-paid homeworking

Question 23

Does class override ethnicity
-Indian and Chinese pupils who are materially deprived still do better the most .

Answer 23

For example 2011,86% of Chinese girls who received FSM achieved 5 or more higher grade GCSESs compared with 65% of white girls who were not receiving FSM

Question 24

Racism in the wider society

Answer 24

Some sociologists argue poverty is itself the product of another factor(racism)

Question 25

Racism in the wider society(David Mason)*

Answer 25

Discrimination is a continuing and persistent feature of the experience of Britain's citizens of minority ethnic origin

Question 26

Racism in the wider society(John Rex) -Shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethic minority

Answer 26

EG. -In housing discrimination means that minority are more likely to be forced into substandard accommodation than white people of the same class. -In employment, deliberate discrimination

Question 27

Racism in the wider society(Wood) -Sent 3 closely matched job application to 1000 job vacancies

Answer 27

These came from fake applicants using names associated with different ethic groups. For each job,1 application was from a white person and 2 from minority groups. Found that only 1 in 16 ethnic minority applications were offered an interview against 1 in 9 white applications =these have negative effects on their childrens educational prospects

Question 28

Internal factors(1)laelling,identities and pupil responses,subcultutre,teachers racist (Gillborn and Mizra)

Answer 28

black children were the highest achievers on entry to primary school but on GCSE they had the worst results of any ethnic group =suggest that factors internal to the education system itself may be producing ethnic differences in achievement

Question 29

1 Labelling and Teacher racism

Answer 29

Teachers often label Black and Asian pupils as far from ideal pupil -eg-black pupil are often seen as distruptive and asian pupil as passive -negative labels may lead teachers to treat ethnic minority pupils differently=disadvantaging them to failure

Question 30

Ethnic minorities may be at greater risk of the material deprivation that results from unemployment,low pay and overcrowding.

Answer 30

-Many live in economically deprived areas with high unemployment and low wage rates -A lack of language skills and foreign qualifications not being recognised by UK employers.

Question 31

Black pupils and discipline -Gillborn and Youdell-racialised expectations -Found that teachers were quicker to discipline black pupils than others for the same behaviour,this is the result of racialised expectations

Answer 31

-.They found that teachers expected BP to present more discipline problems and misinterpreted their behaviour as threatening or as challenging authority -When teachers acted on this misinterpretation ,pupils responded negatively and conflict broke out -Much of this conflict results from white teachers racial stereotypes they holds,rather than pupils actual behaviour

Question 32

Black pupils and discipline -Bourne-explain the high levels of exclusions

Answer 32

Found that schools tend to see black boys as a threat and label them negatively,leading to exclusion-which effects achievement 1/5 excluded pupils achieves 5 GCSEs

Question 33

Black pupils and discipline -Osler-unofficial exclusions

Answer 33

Black pupils appear to also suffer from unofficial exclusions and from internal exclusions where they are sent out of class. Placed in pupil referral units excluding them from mainstream curriculum

Question 34

Black pupils and streaming -Gillborn and Youdell = A-to-C economy -Due to league tables, pupils are placed in different streams based on abilities (or assumed results).

Answer 34

Schools focus more on pupils who are at least going to achieve a C and above grade. Because of this negative stereotypes about black ability caused teachers to place them in lower streams/sets.

Question 35

Black pupils and streaming -Peter Foster = teachers stereotypes of students behaving badly effected them being placed in lower sets

Answer 35

(even if they had at least a C grade ability). Streaming black pupils on the basis of negative stereotype rather than their ability can lead to the SFP of underachievement.

Question 36

Asian pupils -Cecile Wright = study of multi ethnic primary school and Asian students

Answer 36

found that Asian pupils can also be the victims of teachers' labelling. Teachers held ethnocentric views despite schools having commitment to equal opportunities -Believed that British culture and Standard English are superior -Teachers assumed that the Asian pupils would have a poor grasp to English because of this they would leave them out of discussions or used simplistic and childish language when speaking to them. -Asian pupils felt isolated when teachers expressed disapproval of their customs and mispronounced their names. teachers didnt see them as a threat, but as a problem they could ignore. Asian pupils, especially the girls were marginalised - pushed to the edges and prevented from participating fully.

Question 37

2.Pupil identities -Louis Archer pupil identities

Answer 37

teachers dominant discourse (way of seeing something) defines ethnic minority pupils' identities as lacking the favoured identity of the ideal pupil. -The ideal pupil identity -The pathologised pupil identity -The demonised pupil identity -for archer ethnic minority pupils are likely to be seen as either demonished or pathologised pupils

Question 38

Internal Factors

Answer 38

1.Labelling and teachers racism 2.Pupils identies 3.Pupils responses and subcultures

Question 39

Ideal pupil identity

Answer 39

white, middle-class, masculine identity, with a normal sexuality. this pupil is seen as achieving in the 'right' way, through natural ability and initiative.

Question 40

Pathologist (abnormal) pupil identity

Answer 40

An Asian 'deserving poor', feminised identity, ether asexual with an oppressed sexuality. This pupil is seen as a plodding conformist and culture-bonded 'over-achiever', a slogger who succeeds through hard work rather than natural ability.

Question 41

Demonised pupil identity

Answer 41

A black or white, working-class, hyper-sexualised identity. This pupil is seen as an unintelligent, peer-led, culturally deprived under-achiever.Loud,challenging etc

Question 42

2.Pupil identities -Archer-asian girls

Answer 42

found that teachers stereotyped asian girls as quit passive etc

Question 43

3.Pupil responses and subculture -Fuller and Mac an Ghaill :rejecting negative labels -Fuller's study of a group of black girls in year 11 of a London Comprehensive school

Answer 43

-The girls were untypical as they were high achievers on a school where most black girls were placed in low streams -Fuller describes the girl rejecting the negative label and channeling their anger about being labelled into the pursuit of educational success -However, unlike most successful students, Fuller noticed the girls did not seek the approval of teachers, many of whom they regarded as racist, they were also friends with other black girls in lower streams -they conformed only as far as the schoolwork.They worked continiously but gave the appearance of not doing so and they showed a deliberate lack of concern about the school routines.They have a positive attitude to academic success and preferred to rely on their own efforts.

Question 44

3.Pupil responses and subculture -(-) do not automatically turn into SFP

Answer 44

Pupils can respond in various ways to these negative labelling and teacher racism.For example they may respond by becoming disruptive or withdrawn. -Pupil may refuse to accept the label and even decide to prove them wrong by working hard

Question 45

Fuller sees this behaviour as a way of the girls dealing with what? (anti-school subcultures)

Answer 45

the contradictory demands of succeeding at school while remaining friends with black girls in lower streams and avoiding the ridicule of black boys (many anti-school).They were able to maintain a positive self image by relying their own efforts rather than accepting the teachers negative stereotypes of them

Question 46

Study of black and Asian A level students at sixth from college reached similar conclusions. -Mac an Ghaill

Answer 46

Students who felt teachers labelled them negatively did not accept the label, how they reacted depended on ethnic group, gender, and the nature of formal schools.For example,some girls felt that their experience of having attended an all girls school gave them a greater academic commitment that helped them to overcome negative labels at college=label doesn't mean it produces SFP

Question 47

Chinese pupils -how do teachers stereotype Chinese families

Answer 47

A tight and close and believe that girls are victims of oppressive family situations which are always passive. -Teachers also wrongfully assumed they were MC

Question 48

Mirza:failed strategies for avoiding racism

Answer 48

Mirza studied ambitious black girls who faced teacher racism. -found that racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices e.g. teachers discouraged them from aspiring to professional careers -a large majority of teachers in the study held racist attitudes:-the colour-blind -the liberal chauvinists -the overt racists -the girls spend the majority of their time at school trying to avoid the effects of teacher's negative attitudes

Question 49

Sewell:the variety of boys racism

Answer 49

Sewell focuses on the absence of fathers and the influence of peer/street culture to explain underachievement of black boys, however he also notes that their responses to schooling,including racist stereotyping by teachers,can affect their achievement

Question 50

describe 'the colour-blind' teacher racism type

Answer 50

teachers who believe all pupils are equal but in practice allow racism to go unchallenged

Question 51

describe 'the liberal chauvinists' teacher racism type

Answer 51

teachers who believe blacks are culturally deprived and who have low expectations of them

Question 52

describe 'the overt racists' teacher racism type

Answer 52

teachers who believe blacks are inferior and actively discriminate against them

Question 53

Mirza:failed strategies for avoiding racism -what strategies did the girls use to try and avoid the effects of teacher's negative attitudes?

Answer 53

-being selective about which staff they go to for help - getting on their own work in lessons without taking part - not choosing certain options to avoid teachers with racists attitudes although these girls had high-self esteem, these strategies put them at a disadvantage by restricting opportunities,unlike the girls in fuller's study there strategies were unsuccessful

Question 54

Sewell:the variety of boys racism -identify the four responses Sewell outlined to racist stereotyping by teachers?

Answer 54

The rebels The conformists The retreatists The innovators

Question 55

outline 'the rebel' response to racist stereotyping by teachers?

Answer 55

the most visible and influential group - small majority of black pupils - often excluded from school - rejected both the goals and rules of school, expressed their opposition through peer group membership - conforming to the stereotype of anti-authority, anti-school 'black macho lad' - believed in own superiority based on the idea black masculinity with sexual experience and virility(strong sex drive,masculinity) - contemptuous(disapproval) of white boys who they saw as effeminate(unmanly) - dismissive of conformist black boys

Question 56

outline 'the conformists' response to racist stereotyping by teachers?

Answer 56

largest group - boys were keen to succeed, accepted schools goals and had friends from different ethnic groups - not part of a subculture and were anxious to avoid being stereotyped either by teachers or peers

Question 57

outline 'the retreatists' response to racist stereotyping by teachers?

Answer 57

tiny minority of isolated individuals who were disconnected from both school and black subcultures, were despised by rebels

Question 58

outline 'the innovators' response to racist stereotyping by teachers?

Answer 58

- second largest group - like fullers girls, pro -education but anti-school - valued success, did not seek approval of teachers and conformed as far as the schoolwork itself this dismissed them as conformists and allowed them to maintain credibility with rebels while remaining positive about academic achievement

Question 59

how does Sewell conclude, why do some ethnic minorities underachieve?

Answer 59

recognises that teachers racists stereotyping of black boys disadvantages them and causes a SFP, he argues that external factors such as lack of nurturing father, are more important in producing underachievement

Question 60

Evaluation of labelling and pupil responses

Answer 60

-rather blaming pupils home backgrounds,as cultural deprivation theorists do,labelling theory shows how teachers stereotypes can be caused of failure. -Danger of assuming that once labelled pupils fell victims to SFP and fail -Danger of only seeing stereotype as individuals teachers prejudice and not see racism as a whole system that education operates in

Question 61

Internal factors(2)institutional racism

Answer 61

-Critical race theory -Locked-in-inequality -Marketisation and segregation -The ethnocentric curriculum -Assessment

Question 62

Internal factors(2)institutional racism -Who argues that we need to go beyond the racism of individual teachers and look at how schools routinely and unconsciously discriminate against ethnic minorities?

Answer 62

Troyna and Williams

Question 63

Internal factors(2)institutional racism -How does critical race theory view racism?

Answer 63

As an ingrained feature of society, it is not just the intentional actions of an individual but institutional racism

Question 64

Internal factors(2)institutional racism -Who describes racism as a 'locked-in' inequality because the scale of discrimination is so large that it no longer requires conscious intent as it has become self-perpetuating?

Answer 64

Roithmayr

Question 65

Internal factors(2)institutional racism -Who views ethnic inequality in education as so deep-rooted and so large that it is an inevitable feature of the educational system?

Answer 65

Gillborn

Question 66

Internal factors(2)institutional racism -How does marketisation create ethnic segregation according to Gillborn?

Answer 66

It gives more scope to select pupils and so allows negative stereotypes to influence admissions decisions.

Question 67

Internal factors(2)institutional racism -Who found that selection procedures lead to ethnic segregation with minority pupils failing to get into better schools?

Answer 67

Moore and Davenport

Question 68

What examples from Moore and Davenport's study show that selection procedure lead to ethnic segregation?

Answer 68

E.g. they found that primary school reports were used to screen out pupils with language difficulties, whilst the application process was difficult for non-English speaking parents to understand

Question 69

How do selection procedures lead to an ethically stratified education system?

Answer 69

They favour white pupils

Question 70

What biases did the Commission for Racial Equality identify?

Answer 70

They noted that racism in school admissions means that ethnic minorities are more likely to go to unpopular schools e.g. because of racial bias in interviews for school places

Question 71

What is ethnocentric?

Answer 71

It describes an attitude that gives priority to the culture and viewpoint of one particular ethnic group, disregarding others- it usually reflects only the dominant culture

Question 72

What aspects does the ethnocentric curriculum include?

Answer 72

Languages, literature and music,history

Question 73

Who noted the lack of provision for teaching Asian languages compared with European languages?

Answer 73

Troyna and Williams

Question 74

How does David describe the national curriculum and why?

Answer 74

He describes it as 'specifically British' as it largely ignores non -European languages, literature and music

Question 75

Why is the ethnocentric curriculum a prime example of institutional racism?

Answer 75

it builds a racial bias within the everyday workings of school

Question 76

Who criticises the national curriculum for ignoring ethnic diversity and promoting 'little Englandism' e.g. through history which tries to recreate the mythical empire whilst ignoring black and Asian history?

Answer 76

Ball

Question 77

How does Coard argue the ethnocentric curriculum produces underachievement?

Answer 77

The presentation of colonialization portrays black people as inferior and primitive, which could result in low self-esteem and lead to failure

Question 78

How is ethnocentric curriculum criticised?

Answer 78

Although it ignores Asian cultures, Chinese and Indian pupils achieve above average grades

Question 79

Assessment -Who argues that the assessment game is rigged to validate the dominant culture's superiority?

Answer 79

Gillborn

Question 80

What happened in one local authority after the change to FSP?

Answer 80

Where once black children had been the highest achievers upon entry to school, they were now ranked as lower than whites across all developmental stages

Question 81

How is the assessment game rigged in Gillborn's eyes?

Answer 81

The change from baseline assessments(when they start compulsory schooling) to foundation stage profiles meant that overnight black pupils appeared to be doing worse than white pupils

Question 82

What is the FSP based on and what are the results of this?

Answer 82

It is entirely based upon teacher's judgements, increasing the risk of teacher's stereotypes affecting results

Question 83

What is the new IQism?

Answer 83

Where teachers and policy makers make false assumptions about a pupils ability or potential, as they view potential as a fixed, measurable quality which allows students to be put in the 'right' stream -they see potential as fixedquality that can be meausured.and that allows them to be put in the right streams

Question 84

The new IQism -What does Gillborn conclude?

Answer 84

That the education system is institutionally racist as it creates an environment which routinely disadvantages ethnic minority pupils

Question 85

Gillborn and Youdell argue that secondary schools increasingly use what?

Answer 85

Old style IQ tests to allocate pupils into different streams upon arrival

Question 86

How does Gillborn view potential?

Answer 86

He argues that there is no genuine measure of potential as tests can only tell us what someone can do now, not what they might be able to do in the future

Question 87

Criticisms of Gillborn -he views that ethnic differences in achievement are the result of institutional racism focus on:

Answer 87

-the overachievement of Indian and Chinese pupils -the underachievement of some minority groups such as black boys BASICALLY Gillborn only focuses on Underachievement of some minority's such as boys and the overachievement of Indian and Chinese pupils

Question 88

Black boys underachievement -Why does Sewell criticise Gillborn?

Answer 88

He rejects the view that internal factors produce the failure of large numbers of ethnic minorities -instead argues that racism within schools is not powerful enough to stop pupils from succeeding, we must look at external factors instead,such as boys anti-school attitudes,the peer group and the nurturing role of fathers

Question 89

Access to opportunities =The gifted and talented programme -Who found that whites are twice as more likely than black Caribbean's to be identified as gifted and talented, and 5 times more likely than black Africans?

Answer 89

Gillborm

Question 90

Exam tiers What did Tikly et al find about blacks?

Answer 90

That blacks were more likely to be entered into lower tier exams than whites

Question 91

Access to opportunities -What did Strand find?

Answer 91

That black pupils were systematically underrepresented in entry to higher tier exams, reflecting teacher's expectations and leading to self-fulfilling prophecy

Question 92

Model minorities: Indian and Chinese=overachievement whom perform better than whites,so how can there be institutional racism -How does Gillborn respond to the criticism that the achievement of 'model minorities' means that schools are not institutionally racist?

Answer 92

He argues that the image of hardworking 'model minorities' performs an ideological function -it conceals fact that education is racist -makes the system appear meritocratic-Indians and Chinese succeed cause they make effort and take advantage of the opportunities offered -justifying the failure of other minorities,such as blacks they are just unwilling and unable to make an effort due to their unaspirational home culture -it ignores the racism that these 'model minorities' still face

Question 93

Ethnicity,class,gender

Answer 93

-Connolly- teachers and pupils construct masculinity differently depending on their ethnicity - Black boys seen as disruptive under achievers and controlled them by punishing them more and channeling their anger to sport,they seeked status in non-academic ways(ie football) -Asian boys seen as passive conformists keen and academic.When they misbehaved they were seen as immature rather than threatening -pupils and teachers saw them as more feminine ,vulnerable and in need of protection from bullying