ethnicity revised Flashcards
external factor - material deprivation
Flaherty
- Pakistani and Bangladeshi - 3x more likely than whites to be poorest 5th
- African, Pakistani and Bangladeshi household - 3x higher unemployment
achievement in education mirrors eligibility for free school meals - material deprivation partly explains underachievement
Palmer
- ethnic minorities - 3x as likely to become homeless
- 1/2 ethnic minority children live in low-income households
external factor - material deprivation eval
Indian ethnic groups still do better, regardless of income - cultural factors must play a part
Postmodernists argue that class and ethnicity does not have an impact on identity - so it doesn’t shape a pupils’ experience of education
External factor - cultural deprivation
linguistic skills
DfES report - pupils where english additional language had lower attainment than when first language
More likely to speak restricted speech code - Bernstein
poor primary socialisation
- Black children do not learn cultural values for success eg deferred and instant gratification - Sugarman
Scruton - New right - low achievement of some ethnic minorities due to not embracing mainstream british culture - lower value on educational success
poor family structure
- 48% black caribbean families single parent compared to 22% white and 11% asian
Moynihan - level of lone mother families means families struggle economically and no male role model - cycle of underachievement
Murray - New right - absence of male role model means boys do not have adequate model of male achievement - leads to unemployment and rise of underclass
Sewell
Poor attitudes
Lupton - compared 4 working class schools - lack of support is key factor in educational failure
McCulloch - 16k pupil survey - ethnic minority likely to aspire to go to uni
cultural deprivation - Sewell
NOT lack of male role models - black boys underachieve
BUT lack of tough love from father
these present boys with media inspired role models of anti-school black masculinity
biggest barrier facing black boys is actually black peer pressure - speaking standard english and doing well in school is selling out to white establishment
cultural deprivation eval
Linguistic Skills
- Gillborn and Mirza - indian pupils achieve some of the highest grades despite having english as a second language
Socialisation
- Too deterministic and simplistic to suggest aspirations of black students and white students are different - class has to be considered
Family structure
- high-income single parent have high achievement
- African-Caribbean girls do better than boys
Poor attitudes
- Keddie - victim-blaming
External factor - cultural capital
Explains why Indian and Chinese pupils achieve higher results
Asian
Lupton - culture of respect towards adults and elders so respect teachers
Strand - analysis on longitudinal study of young people - 15000 interviews - indian parents have better control so more likely to complete school work and less likely to be truant
Basit - Pakistani and Indian - participants placed high value on education - education as blessing - poor parents make space for students to study
External factor - cultural capital - eval
some feminists - high levels of patriarchy in some Asian families and limits or conflicts this places on girl’s involvement on educational aspirations
Bagguley and Hussain - many young Asian muslim women face a conflict of parental expectations to marry and cater education around cultural expectations
External factor - Racism in society
Wood et al - 3 closely matched applications to 1000 job vacancies
- one in 16 from ethnic minority
- one in 9 from white
offered interview
Moon - study to compare discriminatory practices in employment
Top 100 Uk companies - Evan and Patel with same qualifications and experience - companies more encouraging to the white candidate
leads to
- low self esteem
- hostility to schooling
- low paid unskilled work
External factor - Racism in society eval
doesnt explain chinese students overachievement
strengths of external explanations
exposed weaknesses of outdated expectations - highlight need to look at social reasons
brought about social policies eg provisions for teaching English as a second language
limitations of external factors
cannot fully explain the differences - inequalities for African-Caribbean pupils progressively greater as they progress through school - so education system
Internal factor - teacher labelling
Black
Gillborn and Mirza - black children highest achievers in one local education authority on entry to primary school but by time at GCSE - worst results of any ethnic group
Strand - analysis of entire national cohort 7-11 year olds - more able black children made less progress than white peers
Asian
Wright - teachers assumed asian pupils has poor english and mispronounced their names
Shain - asian girls stereotyped as shy and passive - often dealt with more severely
Internal factor - teacher labelling evaluation
labelling suggests all pupils respond the same
Mac an Ghaill - can reject labelling and form pro-school subcultures
Fuller - study in high-achieving girls - reacted to racist labelling by working harder for success
Internal factor - subcultures
if pupil internalises the label - could form subcultures
Gillborn and Youdell - black pupils seen as disruptive and disrespectful - pupils responded negatively and behaviour worsened
Mirza - studied ambition black girls who faced teacher racism - colour blind, liberal chauvinists, overt racists
Sewell - black boys - conformists, innovators, rebels, retreatists
Fuller - black girls
Internal factor - subcultures eval
number of teachers actively labelling students in a racist way is likely to be very small - many sociologists point out unconscious biases are more likely eg why oxford and cambridge admit so few black students
not all pupils form anti-school subcultures when negatively labelled - interactionism - negotiate label
