Ethnic differences in achievement Flashcards
(42 cards)
Three main cultural deprivation aspects to do with ethnicity
- Linguistic + intellectual skills
- Attitudes and skills
- family structure + parental support
Cultural deprivation theorists - Intellectual + Linguistic skills
Lack of intellectual and linguistic skills is a major cause of underachievement for black pupils leaving them poorly equipped for school
Bereiter + Engelmann - Languages
Language spoken in low-income American families as:
- ungrammatical
- disjointed
= inadequate for educational success
Statistic - English not the first language
In 2010 pupils with English as their first language were only 3.2 points ahead of those with English not as their first language
Gillborn + Mirza (2000)
Indian pupils do very well despite often not having English as their home language
Cultural Deprivation theorists - Attitudes and Values
Most black children are socialised into the fatalistic ‘live for today’ attitude that does not value education
Cultural Deprivation theorists - Family Structure and parental support
failure to socialise children adequately is the result of a dysfunctional family structure
Moynihan (1985) - Black families
Many black families are headed by lone mothers
- struggling financially
- lack male role model
- discipline
Scruton (1986) - lack of acceptance
The underachievement of ethnic minorities is due to the failure to embrace mainstream British culture
Sewell says…
“The biggest barrier facing black boys is actually-black peer pressure. We need to talk about how black students discourage their peers”
Gillborn (2008) - institutional racism
It is not peer pressure but institutional racism within the education system causing the failure of a large number of black boys
Asian families
Indian and Chinese pupils benefit from supportive families that have an ‘Asian work ethic’ and place a high value on education
Lupton (2004) - Adult authority
Adult authority in Asian families is similar to the model that operates in schools
- respectful behaviour towards adults was expected from children
McCulloh (2014) - University
Ethnic minority pupils are more likely to aspire to go to University then white British pupils
Keddie - Criticism of CD
Ethnic minority children are culturally different not deprived
- schools are ethnocentric biased in favour of white culture and against minorities
Multicultural education
A policy that recognises and values minority cultures and includes them in the curriculum
Anti-racist education
A policy that challenges the prejudice and discrimination that exists in schools and wider society
The ideal pupil identity - Archer
white, middle class, masculine identity
- achieving in the ‘right way’, through natural ability + initiative
The pathologised pupil identity - Archer
An Asian ‘deserving poor’, feminised identity, asexual/oppressed sexuality
- conformist + culture bound ‘over achiever’
- achieves through hard work
The demonised pupil identity - Archer
A black or white w/c hyper sexualised identity
- seen as unintelligent, peer led, culturally deprived, underachiever
Fuller - rejecting negative labels
black girls in a comprehensive were high achievers
- black pupils were put in low streams
- did not seek teachers approval
- did not limit choice of friends
Gillborn + Youdell - black pupil discipline
teachers were quicker to discipline black pupils than others for the same behaviour
- racialised expectations
- pupils quick reactions = more conflict
Bourne - black labelling by schools
schools saw black pupils as a threat
- labelling them negatively = exclusion
- exclusion affecting their achievement
Foster - streaming black pupils
stereotypes of black pupils could lead them to being placed in lower streams
= self fulfilling prophecy of underachievement
