Different educational achievement via ethnicity Flashcards
(37 cards)
Attainment 8 data 2018 by Ethnicity (also what is it)
looks at scores from the pupils 8 best GCSES
minority ethnic groups such as Chinese and Indian pupils acheive the highest (64.2) (56.3)
Bottom end, Black Carribean (39), Pakistani, White (45) (46.1)
Something to note from the Attainment 8 data
difference between Black African and Black Carribean pupils
Black African- perform significantly better than BC and White pupils
There is a large difference between BA and BC cultures
Basit- 2013 Parental Support in Asian families
Indian and Pakistani cultures place emphasis on educational attainment/capital such as high grades and university degrees for social mobility
Why should you not use the term ‘Asian’ to describe ethnicity when describing differences in acheivement
Chinese/ Indian- perform signifcantly better
Pakistani/Bangladeshi- lower end of attainment 8 scale
Parental Support in Asian Families Bhatti- 1999
Parents were supportive of children’s education and had high levels of interest.- some may argue this is due to residual cultural capital from wealthier families migrating to the uk
Parental support in Asian Families- Modood 2006
Disproved the argument of residual cultural capital as he argued Asian families of a mix of social classes- working class asian families see the benefit of their children continuing in education to undergraduate level and beydon
Parental Support- Chinese students (Francis 2007) how does Modood back it up
Part of the reason chinese pupils outperform all other ethnic groups is the cultural background of high academic acheivement that parents socialise their children into. Like Madood- Francis believed this was irrespective of social class and additional time was given by parents to help their children and additional resorces to get their children to uni level.
Parental Support- Chinese students- Modood
parental cultural capital from previous occupations passed onto children- providng children with tools to succeed is an investment- they will look after parents late ron
Parental support- Black African pupils
-BA pupils perform higher than average and significantly better than their BC peers.
one explanation is the greater support network for BA families- parents and extended family supporting educational achievement.
Schools that are ‘Pan African’ in areas with larger African communities
Parental Support- Sewell Black Families
24% of Black pupils live in lone parent female headed families compared to 10% white and 8% asian and 19%mixed
These mothers are too occupied to provide sufficient educational support
Criticisms of Sewell
More BA families are lone parent- yet they have higher levels of attainment than white pupils and BC
This is an overgeneralisation
- discounts the influence of black mothers on black girls who’s achievement is on par with their peers.
Vincent et al 2011
BA and BC socio economic groups
often assumed BA and BC come from lower socio economic backgrounds. However Vincent looked into MC Black parents and found their investment in their child’s education is high
What does this research on BA and BC families suggest
internal factors could be to blame for lower acheivement of Black Students.
Evaluation of Vincent’s reaserch
-important evaluation on the intersectional nature of a students experience. Social class and gender play an impact as well
Who acheives higher? MC White or WC Chinese or Indian
WC Chinese or Indian
what is problematic re the older 60s 70s reaserch
Based on crude stereotypes and overgeneralisations
What again is a limitation of reaserch based on 1st gen migrants
2nd and 3rd Gen have been born and raised in the UK and have grown up exposed to the norms and values of British society and therefore some reaserch discussing language barriers may not be applicable
Evaluation of Parent Influence- Structural inequality
Opportunities are higher for White, Chinese and Indian pupils and Blocked opprtunities from Black,Pakistani, Bangladeshi backgrounds
What is an ethnocentric curriculum and how is an example of institutional racism
An ethnocentric curriculum is one that reflects a narrow belief based on a dominant ethnic group or culture. In Britain, we can observe an ethnocentric curriculum that centres itself around a white, British culture.
Many sociologists see the ethnocentric curriculum as a prime example of institutional racism because it builds an everyday racial bias into the everyday workings of schools and colleges.
Flaherty (2004) Ethnicity and material deprivation
Compared to the white majority
Pakistani’s and Bangladeshi are 3x more likely to be in the poorest 5th of the population
African, Pakistani and Bangladeshi are 3x more likely to be unemployed
Pakistani were twice as likely to be in semi skilled jobs
Why is this paradoxical
are they materially deprived due to external factors that cause educational underachievement
Sewell, gangs,fathers and culture
Unlike Murray, Tony Sewell (2009) argues it is not the absence of fathers that leads to black boys underachieving, instead Sewell veiws it as a lack of fatherly nurturing or ‘tough love’ which is firm,fair, non abusive discipline and respectful. This results in Black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence
In the absense of the restraining influence of a nurturing father, street gangs of other fatherless black boys ‘perverse loyality and love’
What is Chris Arnot (2004) idea of a media inspired anti-school black masculinity role model
‘ulta tough ghetto superstar’ an image constantly reinforced through MTV and rap lyrics.
Sewell- why do Black Boys underachieve
many black boys are subject to powerful anti-educational peer group pressure- most of the academically successful black boys that sewell interviewed felt that the greatest barrier to success was the other boys- speaking in standard english and doing well at school were often viewed in suspicion by their peers and seen as ‘selling out to the white establishment’
