Education differences Ethnicity Flashcards
(7 cards)
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)
The ethnocentric curriculum
Miriam David
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.
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.
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.
Archer and Francis
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.
Fuller and Mac an Ghaill
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.
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.
Raz
Egnelmann
Parson et al
Driver
Some minority ethnic group children underachieve due to there own deficiencies due to inadequate socialisation by their parents. Raz argues we can look at 3 different explanation of this language, attitude, value, family structure and parental support.
Lack of linguistic skills are a major cause of underachievement for some minority ethnic groups. This leaves them poorly equipped for school. Egnelmann et al- languse spoken by low income black american families is inadequate for educational success as it disjoined ad not grammatically correct.
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 fail to adequacy socilise children. 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.