Education differences Ethnicity Flashcards
internal Black pupils and discipline
Gillborn and Youdell (2000)
Teachers are quicker to discipline black pupils rather than others other races from the same behaviour. Due to racialised expectations. Teachers expected black pupils to challenge authority. Teachers act on this misperception leads to children behaving poorly towards the members of staff. The conflict of black pupils and white teachers stemmed from racial stereotypes, rather than the pupils actual behaviour. Explained the high levels of exclusion of black boys in mainstream schools.
internal Asian Pupils
Cecile Wrights (1992)
Carried out a study on a multiethnic primary school. Asian pupils labelling. Teachers had ethnocentric views that british culture was superior. Affected how they related to asian pupils.
Asian pupil felt isolated when teachers expressed disapproval of their customs or mispronounced their names. Teachers thought asian pupils were a problem they could ignore. marginalised, pushed to the edges and prevented from participating fully.
internal Pupil identities
Louise Archer (2008)
Teachers often defined pupils as having stereotypical ethnic identities.
Ideal pupil identity - white, middle class, masculinised -Teachers saw this pupil as stereotypically achieving “in the right way”, through natural ability and initiative.
Pathologized pupil identity - A poor, asian pupil who has a feminised identity. Teachers saw them as overachievers who succeed by hard work.
Demonised pupil identity - White or black working class pupil Stereotypically as unintelligent, peer led, culturally deprived underachieving.
Ethnic minority pupils were likely to be seen as either demonised or pathologized pupils.
internal Chinese pupils
Archer and Francis (2006)
Chinese students were praised and viewed negatively by their teachers. The teachers saw chinese girls as being too quiet, too passive and too oppressed, while the boys tended to be subordinate and not properly masculine.
Chinese students were seen as having achieved success in the wrong way. Never legitimately occupy the identity of an ideal pupil.
Archer and Francis (2006) summed up the teacher’s view of them as a “negative, positive stereotype”. They also stereotyped chinese families but also dismissed them.
internal Pupils responses and subcultures
Fuller and Mac an Ghaill: rejecting negative labels Mary Fuller (1984)
Studied a group of black girls in year 11 from a London comprehensive school.
These girls were untypical as they were high achievers but put in low streams.
Instead of expecting negative stereotypes the girls challenged their anger into the pursuit of educational success. Unlike other successful pupils, they did not seek approval from teachers. Therefore the pupils were victims of racism.
Higher achievers were friends with black girls in the lower streams.
internal Pupils responses and subcultures girls
Mirza: Failed strategies to avoiding racism
Studied faced teacher racism. Teachers discouraged black pupils from being ambitious through the advice that they gave the children about careers and option choices. She identified 3 main types of teacher racism:
Colourblind - teachers who believe all pupils are equal but in the practice allow racism to go unchallenged.
The liberal chauvinists - Teachers who believe black pupils are culturally deprived and have lower expectations of them.
Overt racists - Teachers who believe black pupils are inferior and they actively discriminate against them.
Girls had to avoid the effects of their teacher’s negative attitudes.
internal Pupils responses and subcultures boys
Sewell
found black boys’ responses to racist stereotyping could affect their achievement. He identifies 4 responses:
The rebels - black pupils who were often excluded. Rejected both goals and rules of the school and expressed their opposition through conforming to the stereotype of the anti authority, anti school, black pupil.
The conformists - largest group and they were keen to succeed and accepted the school goals had friends from different ethnic groups.
The retreatists -tiny minority of isolated individuals who were disconnected from both school and black subcultures and were despised by the rebels.
The innovators - second largest group, pro education but anti school and valued success but did not seek approval of teachers.
internal Marketisation and Segregation
Gillborn (1997)
argues marketisation gives schools a choice to select pupils allowing negative stereotypes to influence decisions about school admissions.
The Commision for Racial Equality (1993)found in Britain that racism in school admissions procedures meant ethnic minority children are more likely to end up in unpopular schools.
The report identifies the following reasons: Racist bias in interviews for school places, Lack of information and application forms in minority languages, Ethnic minority parents are often unaware of how the waiting list system, importance of deadline
internal The ethnocentric curriculum
Miriam David
A curriculum that reflects the culture of one ethnic group, and many sociologists see this as a prime example of institutional racism. As it builds a racial bias into the workings of schools and colleges.
Miriam David described the National Curriculum as a ‘specifically British’ curriculum ignores non-European languages, literature, and music.
Criticism= may ignore Asian culture, but Indian and Chinese pupils’ achievement is above the national average.
external Cultural depravtion ethnic groups
some minority ethnic group children underachieve due to there own deficiencies due to inadequate socialisation by their parents.
Raz (2013) argues we can look at 3 different explanation of this language, attitude, value, family structure and parental support.
external evaluation of cultural deprivation
Keddie- culture depravation is a myth, victim blaming explanation, failure at school cant be blamed on home background, wc children are not culturally deprived there cultural different, school should challenge teachers anti working class prejudice.
Blackstone & mortimore- wc parents are interested in there Childs education but attend fewer parents evening because they work longer or are put off by the mc atmosphere. schools with lots of wc pupiles have less effective parent contact systems parents find it hard to keep in touch.
external Language ethnic groups
criticisms
lack of linguistic skills are a major cause of underachievement for some minority ethnic groups. This leaves them poorly equipped for school. Bereiter and Egnelmann (1960)- languse spoken by low income black american families is inadequate for educational success as it disjoined ad not grammatically correct.
April Baker- theses views are examples of anti-black linguistic racism wich labels black speech code s inferior to white speech code.
external attitudes and values ethnic groupes
criticisms
lack of aspiration is the main cause of underacghivment. most children are socialized into mainstream culture which instils aspirations and competitiveness to achieve long term goals. some minority ethnic groupes are socialized into subcultures that instills fatalistic attitudes that dont value education leaving them unequipped for success.
critisisms- Plant and parsons found 7–14 year olds in minority ethnic groups had higer career aspirations than there white peers. Rasism caused a bigger barrier than aspiration when aching goals
family structure and support ethnic groups
criticisms
family fail to adequacy socilise children. Moynihan (1965) may black families are headed by a mother leaving children deprived of support due to finical support as they do not have a male bread winner. Says cultural deprivation in a cycle where bad socialization for children in unstable families fail in school becoming bad parents.
Criticisms- Driver (1977) ignores the positive effects of black families. Black caribbien families provide positive role models for girls to been independent and carer driven.
external Material depravation and calsses
many ethnic minority families live in economically deprives areas wich high unemployment and low wage rates. Lack of language skills and foreign qualifications may not be recognized in the UK. Stops them from making money to buy educational resources
