Education: Topic 3- Ethnic differences in achievement

Question 1

Cultural deprivation

What are the external factors affect ethnic differences in achievement?

Answer 1

• Language
• Attitudes and values
• Family structure and parental support
• Sewell: Fathers, gangs and culture
• Asian families
• White W/C families
• Compensatory education

Question 2

External: Cultural deptivation

What does Bereiter & Engelmann argue about language?

Answer 2

The language spoken by W/C Black Americans is inadequate for success and ungrammtical and disjointed.

Question 3

External: Cultural deptivation

What does Archer argue about attitude & values?

Answer 3

Found that BAME students identified racism rather than low aspirations as a barrier to achieveing goals

Question 4

External: Cultural deptivation

What does Moynihan argue about family structure?

Answer 4

Black lone families deprive their children due to struggling financially. They also:
* Have less income
* Lack of role model for male achievement

Question 5

External: Cultural deptivation

How does Driver criticise Moynihan’s argument about family structures?

Answer 5

Lone mother families provides black girls with a strong independent role model, leading to them doing better than boys

Question 6

External: Cultural deptivation

What does Sewell argue about fathers, gangs and culture?

Answer 6

Abscence of fathers results in a lack of fatherly nurturing for black boys so they have behavioural difficulties. This can result in them finding a father figure in gangs.

Question 7

External: Cultural deptivation

What is a criticism of Sewells: fathers, gangs and culture?

Answer 7

Sewell is accused of downplaying the impact of racism. Institutional racism produces many failures for black boys

Question 8

External: Cultural deptivation

What does Lupton argue about Asian families?

Answer 8

Adult authority in asian families model schools, making asian pupils respct older people and be submissive

Question 9

External: Cultural deptivation

What is a criticism for Luptons argument about asian families?

Answer 9

She’s over-generalising ‘Asian success’. There are differences between different Asian ethnic groups. E.g. Bangladeshi’s achieve high whilsts Indians achieve low

Question 10

External: Cultural deptivation

What does McCulloch argue about White W/C families? What was their study?

Answer 10

White W/C pupils often underachoeve and have lower aspirations.
* He did a survey of 16000 pupils
* Found that ethnic groups aspire to go to uni more than white W/C as they lack parental support

Question 11

External: Cultural deptivation

How does compensatory education help with BAME success?

Answer 11

The aiming high scheme focused on increasing BAME pupils in higher education by ‘fixing’ individuals low aspirations.

Question 12

External: Cultural deptivation

What are some criticisms of the cultural deprivation theory?

Answer 12

• Victim blaming: BAME pupils underachieve due to the school system being ethnocentric
• Material deprivation has more of an impact
• Labelling theorists: The cause in defference is due to racial stereotypes, resulting in self-fulfilling prophecies

Question 13

External: Material deprivation

What material factors lead to a difference in educational success?

Answer 13

• Many BAME families live in economically deprived areas with high unemployment and low wages
• A lack of language skills can affect those who are refugees.

Question 14

External: Material deprivation

What does Palmer argue about material deprivation?

Answer 14

• BAME are 2x more likely to be unemployed
• BAME are 3x more likely to be homeless

Question 15

External: Material deprivation

What is a criticism of the material deprivation theory?

Answer 15

Though Chinese pupils are materially deprived, they still do better than most. 86% of Chinese girls with free school meals recieved a 5 or higher in GCSE’s compared to 65% white girls not recieving FSM.

Question 16

External: Material deprivation

What does Wood et al argue about racism in wider society?

Answer 16

Racism in wider society affects BAME parents level of employment and pay.
* They sent job applications to 1000 companies
* 1/16 Minorities were accepted
* 1/9 white people were accepted

Question 17

Internal: Labelling, identities and responses

What are the internal factors that affect ethnic differences in achievement?

Answer 17

• Labelling and teacher racism
• Pupil identites
• Pupil responses and subcultures

Question 18

Internal: Labelling & teacher racism

What does Gillborn & Youdell argue about black pupils and streaming?

Answer 18

• Teachers focus on those likely to succeed and were closer to the ‘ideal’ pupil
• Negative stereotypes of black and Asian pupils leads to teachers to treat pupils from ethnic backgrounds differently, resulting in their failure.

Question 19

Internal: Labelling & teacher racism: Black pupils and discipline

What does Gillborn and Youdell argue about black pupils & discipline?

Answer 19

Found teachers were quicker to discipline black pupils more than others for the same behaviours.

Question 20

Internal: Labelling, identities and responses: Black pupils & streaming

What does Gillborn and Youdell argue about black pupils and streaming?

Answer 20

They found that in the ‘A-C econmony’ teachers focused on students they belived woulf pass. Negative stereotypes of black pupils ability led to them placed in lower sets.

Question 21

Internal: Labelling & teacher racism

What does Wright argue about asian pupils?

Answer 21

Found teachers held ethnocentric views which assumed asians had a poor grasp of English and left them out. They were marginalised and prevented from participating fully.

Question 22

Internal: Pupil identities

What did Archer argue about pupil identities?

Answer 22

Argues teachers discourse defines BAME pupils as lacking identity to ideal pupils, Leading to labelling. There are 3 different types:
* Ideal pupil- White, M/C, hetero
* Pathologised pupil: Asian, feminised identity, oppressed sexuality
* Demonised pupil: White/Black W/C, hyper-sexualised identity

Question 23

Internal: Pupil identities

What did Archer argue about chinese pupils?

Answer 23

Found teachers viewed chinese pupils as successing the ‘wrong’ way, which caused a negative positive stereotype. Their achievement is seen as an ‘over-achievement’ since a ‘proper’ achievment is from an ideal pupil.

Question 24

Internal: Pupil responses & subcultures

What does Fuller & Mac an Ghaill argue about rejecting negative labels?

Answer 24

• They looked into black girls in Yr11 comprehensive schools
• Girls usually in high sets but black girls in low sets
• Black girls instead made freibds with other black girls in lower sets
• They worked conscientiously but showed a deliberate lack of concern for school

Question 25

# Internal: Pupil responses & subcultures What does Mirza argue about the failed strategies to avoid racism?

Answer 25

Found racist teachers discouraged black pupils through their advice about career and option choices. These teachers held racist attitudes. There are 3 types of teachers: * Colour blind: All pupils are equal but dont challenge racism * Liberal chaunvinicts: Have low expectations due to stereotypes * Overt racists: Actively discriminate against black pupils

Question 26

# Internal: Pupil responses & subcultures What does Sewell argue about variety of boys responses?

Answer 26

He argues that boys response can affect their achievement. There are 4 boy responses: * Rebels: anti-school, reject school rules * Conformists: Keen to succeed, accept schools goals * Retreatists: Disconnected from school subcultures, are isolated * Innovators: Pro-education but anti-school, only conformed to school work

Question 27

# Internal: Labelling, identities and responses What is a criticism to the labelling and pupil responses theory?

Answer 27

Its not just teachers prejudice but its the whole education system. Publishing league tables creates an A-C economy leads to black and W/C pupils to be placed in lower streams and in lower-tier exams

Question 28

# Institutional racism What internal factors affect the ethnic differences in achievement?

Answer 28

* Critical race theory * Marketisation * The ethnocentric curriculum * Assessment * Access to opportunities * The 'new IQism'

Question 29

# Internal: Institutional What is the critical race theory?

Answer 29

Sees racism as something ingrained into society, involving intentional actions and institutional racism.

Question 30

# Internal: Institutional: Critical race theory What does Gillborn argue locked-in inequality?

Answer 30

He sees ethnic inequality as 'so deep rooted' that its an inevitable feature of the education system

Question 31

# Internal: Institutional What does Gillborn argue about marketisation & segregation?

Answer 31

Marketistion gives schools more scope to select pupils which is influenced by negative stereotypes allowing that to infleunce decisions about school admissions.

Question 32

# Internal: Institutional What does Ball argue about the ethnocentric curriculum?

Answer 32

National curriculum ignores ethnic diversity, like music, history, languages. Resulting in BAME pupils to become uninterested in what they're learning

Question 33

# Internal: Institutional What does Gillborn argue about assessment?

Answer 33

* 'Assessment game' is rigged to validate superior cultures * Before, black pupils succeeded the baseline test, which was a written exam * Then began failing when it changed to FSP, which is based on teachers judgements.

Question 34

# Internal: Institutional What does Gillborn argue about access to opportunites?

Answer 34

* It introduced the 'gifted and talented' programme to benefit bright pupils from ethnic groups * Stats show white pupils are 8x more likely to be in programmes compared to black Carribeans

Question 35

# Internal: Institutional What does Gillborn argue about the new 'IQism'?

Answer 35

* Access to opportunities relies on teacher assessments of pupils abilities. Teachers always put black pupils in low ranked groups * Teachers and policymakers make false assumptions about pupils ability or potential * They see potential as a fixed quality that can be measured but rarely changed

Question 36

# Internal: Institutional What are some criticisms of Gillborn?

Answer 36

* Model students like indian, chinese pupils overachieve compared to other races * Sewell argues that external factors like nurturing fathers role has a big impact aswell