Topic 3 Ethnic Differences In Achievement Flashcards
Moynihan
Black line parent families offer cultural deprivation financially because they lack a male role model
Scruton
Failure of ethnic monitored is due of failure to adopt mainstream British culture
Sewell
Absence of tough love male figure leads to boys failing into peer praises and joining gangs and other anti school subcultures or groups
Lupton
Asian adult authority in families is similar to authority at school . Has a positive effect on pupils achievement at school
McCulloch
Ethnic monitored students are more likely to aspire to go to university than white working class pupils
Palmer
Ethnic minorities students experience material deprivation more than white working class students
Flaherty
Pakistanis and Bangladeshis are three times more likely to than whites to be in poorest 20% of population and live in overcrowded households
Gillborn and youdell
racialised execrations led to teachers to label back children and discipline them more for the same behaviour
Osler
Black pupils are more likely to face higher rates of official exclusion and internal exclusion of goon to referral unit
Archer
Ethnic minorities pupil identities are either seen as pathologists or demonised by teachers
Fuller
Labelling is deterministic and black girls were able to reject their labels - anti school but pro education
Mirza
Teachers discouraged black pupils from being ambitious and so pro education girls could still not achieve ( evaluation to fuller )
Troyna and Williams
Ethnocentric curriculum in British schools which prioritises white culture. This is an example of institutional racism
Gillborn
- marketisation lead to discriminatory selection
- gifted and talented programmes benefit white students
- changes to assessment practises can also disadvantage ethnic minority students
Bereiter and engelmann
Language spoken by low income black families is inadequate for educational success
