Differential Educational Achievement: Ethnicity (External Factors)

Question 1

Give 2 trends in ethnicity and achievement by the DfES-2007

Answer 1

• only 24% of white male pupils who were on free school meals gained 5 A*-C grades

— White and Asian pupils On average achieve higher than black pupils

Question 2

Give 3 cultural deprivation factors that cause academic differences in ethnicity

Answer 2

Language- Bowker- ‘The education of coloured immigrants’. A lack of standard English creates a huge Barrier to Uk Education - argument suggests that many ethnic groups (particularly black, low-income Groups), lack inadequate linguistic development through their socialisation

family structure and support- many sociologists argue that ‘dysfunctional’ family types are to blame for the underachievement of certain ethnic groups. Murray- African Caribbean lone- parenthood to blame, lack of male role models means that mothers struggle to socialise children adequately. Scranton- low achievement is the result of ethic minorities failing to embrace and conform to British culture

Attitudes and values- Arnot- suggests that the media have created a negative anti-school role model for black pupils in particular which he describes as ‘ the ultra- tough ghetto supperstar’ reinforced through rap lyrics and videos

Question 3

What does Flaherty find due to material deprivation in ethnic minorities ?

Answer 3

• Pakistanis % Bangladeshis are 3x more likely than whites to be in the poorest 1/5 of the population
  -15% of minority groups live in overcrowded homes (2% for whites)

Question 4

what does Sewell argue?

Answer 4

• not absence of fathers as role models that leads to black boys underachieving, instead he sees the problem as a lack of fatherly nurturing or ‘tough love’ (non abusive discipline)- results in black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence
  -absence of a nurturing father presents boys with a media inspired role model of anti-school black masculinity. Arnot- ‘the ultra- tough ghetto superstar, reinforced in rap and videos’

Question 5

What did Gillborn and Youdell find about student labelling?

Answer 5

-teachers were quick to discipline black pupils than others for similar behaviour, as teachers misinterpret behaviour an see back pupils as anti-authority
- creates conflict between teachers and pupils which reinforces stereotypes and leads to further problems

Question 6

What did wright find about labelling with Asian pupils ?

Answer 6

-study of a multi-ethnic primary school saw that Asian students also suffer labelling, found that teachers held ethnocentric views, which affected who they related to Asian pupils including leaving them out of discussions or using childish language when speaking to them- leading to marginalisation
-despite schools apparent to equal opportunities, the teachers held ethnocentric views- took for granted. That british culture is superior

Question 7

What 4 responses to racist stereotypes does Sewell find?

Answer 7

The Rebels- most influential groups but still minority, rejected the values of the school and opposed the school by joining a peer group- reinforced the negative stereotypes

The conformists- majority of black pupils accepted the values of the school and were eager to succeed

The retreatist- small minority who isolated and disconnected with peer group subcultures and the school. Kept a low profile

The innovators— second largest group who were pro- education but anti-school. Distanced themselves from ‘conformist’ enough to keep credibility with the ‘Rebels’ whilst valuing education success

Question 8

Explain 2 ways institutional racism portrayed in schools?

Answer 8

Ethnocentric curriculum- ball- criticises national curriculum for ignoring ethnic diversity and for promoting an attitude of ‘little englandism’- glorifies British past, while ignoring black an Asian history
Marketisation and segregation- allows negative stereotypes to influence decisions about school admissions, selection procedures lead to ethnic segregation, with minority pupils failing to get into better secondary schools due to discrimination - leads to segregation.
- commission for racial equality identified similar biases in Britain- noted that racism in school admissions procedures means that ethnic minority children are more likely to end up inn unpopular schools