Topic 5: Ethnicity Flashcards
Wanless Report
2007
Black pupils are…
-Significantly more likely to be permanently excluded/ punished harsher (by 3x)
-5x more likely to be temporarily excluded
-1.5x more likely to be identified as having SEN
-Disproportionately placed in bottom sets
‘Exclusions are to education what stop and search is to criminal justice’
Exclusion consequences
Those who have been excluded hang out with eachother as they are free in the daytime. They have nothing to do but reject society as it has not accepted them- vandalising, criminal activities.
Clive et al.
Racism was common amongst students in school
-Name calling
-Common racist names constituted harrasment
Gypsy Roma in Education:
-/- Gypsy Roma leave education without good GCSEs.
-% Gypsy Roma go into education
9/10
3-4%
Swann Report
There are small amount of actively racist teachers, even more promote unintentional racism.
Green
Teachers praise white students more often than
Bhatti
Students perception of teacher’s racist behaviour-
Ignored some races and gave unfair punishments
Pakistani/ Bangladeshi students have high interest but do not know how to access the education system or teaching organisation
Wright and Connolly
Inner city primary school-
Found that teacher stereotyping has a huge impact.
Mixed expectations on Asian as quiet or passive.
Black-Afro Caribbean labelled as troublesome and disruptive causing conflict.
LEC (London Education Commision)
2004
Many BAME excluded compared to white students
Teacher-student relationships were characterised by stereotyping
One students commentary- ‘when it’s white boys together, it’s a group, when it’s black boys together, it’s a gang.’
Heidi Mirza
-Class is a more determining factor than ethnicity- upper class BAME did better than lower class BAME, Class has 5x effect of ethnicity
5 types of teachers:
-Crusaders: Anti-racist, radical left
-Colourblind: equal treatment, but ignores institutional racism
-Liberal Chauvinists: Sympathy over support. Well meaning but patronising
-Black teachers-: Well-respected. High position of power. Get along with black students and those succeed.
-Overt Racists: Language, views, stereotypes.
Lupton
Studied four working class schools within different ethnic compositions. Teachers reported poorer levels of behaviour and discipline in white working class schools, which they linked to have lower levels of parental support and the negative attitudes of white working class parents towards education.
Tony Sewell
-Schools are not institutionally racist, but they target black boys.
-Reasons for black boys failure:
-Absent fathers as a role model/disciplinary figure- Most WC black families are matriarchal- + reject male authority figures because of this e.g. in education.
-Hyper sexual black masculinity
-Slavery
-‘Disenfranchised black men’
-Black boys feel that ‘proper english’ is too feminised, homophobic and sexist narrative.
-Causation of Black boys failure is not institutional racism but their peers
4 types of Black students:
Mostly conformists, then innovators (rejected school but stayed out of trouble), retreatists (loners/SEN), Rebels (completely reject school)
Describes a ‘institutional peer group culture’.
Gill born
2008
Low teacher expectations were present in secondary schools for some ethnic groups. Most of this stemmed from the perception of their behaviour.
Strand
2012
When teachers perceived behaviour as challenging this influenced assumptions of academic weakness
Gill born and Youdell on racism
2000
Perceptions of black students, including ‘difficult to control’, ‘slow learners’ and ‘lacking concentration’ led to low self esteem, labelling and self fulfilling prophecy
Gewitz
2009
Ethnic dress codes influenced how they treat and how much they help that student
In the study, girls with a Hijab or headscarves were ignored as passive and not needing qualifications.
Black male dress codes of untucked shirts or trainers were seen as defiant and subversive
Teachers fail to recognise importance of cultural dress for ethnic minorities.
Amy Chau
Tiger mothers
Chinese mothers have a very strict education control over their children
Her 2 daughters were never allowed ‘to not be the #1 student in every subject except gym and drama’
LINK- gender division and different expectations for daughters and sons,
Archer and Francis
2007
Chinese’s parents placing high importance on their child’s education.
Ethnic minorities + parental influence
Parental interest goes down with parents that face language barriers
They receive translations from their children during parents evening
LINK- globalisation
Place importance on immediate gratification
Many first generation immigrants do not have good education themselves so cannot help with revision and homework
Platt
Highest pay by ethnic group (highest to lowest)-
Chinese, Indian, White British, Black Caribbean, Bangladeshi, Pakistani, Gypsy Roma.
Those in bold do not correlate with educational achievement
__% of ethnic minorities live in poverty
40%
Ethnic minorities face similar experiences with who?
Working Class
Material, cultural, language deprivation.
Low cultural and social capital
Low teacher expectations
BUT in combination with institutional racism and direct racism
____ students are more likely to get 1st class degrees than ____ and ____ students
White
Chinese
Indian
What race is more likely to enter higher education?
Asian and Black
Bereiter and Englemann
the language of poorer black families is disjoined so children are unable to express abstract ideas, a major barrier to success.
Murray (New Right)
high rate of lone parents and lack of positive male role models leads to the underachievement of some minority pupils.
Moynihan
The absence of male role in black lone parent families produces inadequately socialised children who fail at school, become inadequate parents themselves and perpetuate a culture of poverty.
Sewell on Asian families
hinese and Indian pupils benefit from supportive families with an ‘Asian work ethic’. He contrasts this with black lone parent families.
Ball on ethnicity
‘Little Englandism’- triumphs of British Empire focused upon
Coard
2005
Curriculum in schools saw ‘white as good’ and ‘black as primitive’
Modhood
We should be looking at culture factors which may be more telling than ethnicity on its own
