Ethnic Differences In Education

Question 1

Intellectual skills

Answer 1

Cultural deprivation therapy, the lack of intellectual linguistic skills as a major cause and argue that many children from low income, black families, intellectual simulation, leaving them poorly equipped for School.

Question 2

Linguistic and intellectual skills
Bereiter and engleman

Answer 2

They consider the language spoken by low income, black American families, as in adequate for educational success. They see it as unable, disjointed and incapable of expressing abstract ideas.

Question 3

Linguistic and intellectual skills and David Gillborn and Heidi Safia Mirza

Answer 3

They know that Indian peoples do very well, despite often not having English as their home language.

Question 4

Attitudes and values

Answer 4

Cultural deprivation theorist argue that some black children are socialised into a subculture that instill a fatalistic attitude that does not value education and a lack of motivation, leaving them unequipped for success.

Question 5

Family structure
Daniel Moynihan

Answer 5

He suggests that because many black families are headed by a loan mother, their children are deprived of adequate care. There becomes a cycle where inadequately socialised children from go onto fail at school and become an adequate themselves.

Question 6

Family structure and parental support
Charles Murray (new right)

Answer 6

Charles argues, that are high rate of loan parenthood and a lack of positive male role models lead to under achievement of some minorities.

Question 7

Family structure, and parental support
Ken pryce - family structure

Answer 7

He sees family structure as contributing to under achievement of black Caribbean people. Asians are high achievers because their culture is more resistant to racism. However, black culture is less resistant. Leading to low self-esteem.

Question 8

Family structure, and parental support
Ken Pryce and racism of Asian and black Caribbean culture

Answer 8

the difference is the result of differing impact of colonialism on the 2 groups. slavery was culturally devastating and them being sold into slavery meant they lost their language and family system. But Asian family structures were not destroyed by colonial rule.

Question 9

Fathers, gangs and culture
Tony Sewell and father absence

Answer 9

He argues that the lack of fatherly, nurturing and tough love results in black boys, finding it hard to overcome the emotional and behavioural difficulties of adolescence.

Question 10

Fathers, gangs and culture
Chris arnot

Answer 10

The absence of a nurturing father presents boys with immediate inspired role of anti-school black masculinity. Chris describes as the “ultra tough ghetto superstar, An image constantly reinforced through rapper lyrics and mtv videos.”

Question 11

Father’s gangs and culture
Tony Sewell and socialisation

Answer 11

He argues that black students do worse than their asian counerparts. One group has been nurtured by MTV and the other is clocking up the educational hours.

Question 12

Asian families
Ruth lupton

Answer 12

Ruth argues that adult authority in Asian families is similar to the model that operates in schools. respectful behaviour towards adults was expected from children which had a knock on effect in School.

Question 13

White working class families
Andrew mcCulloch

Answer 13

Andrew found that ethnic minority peoples are more likely to aspire to go to university. the level of aspiration and achievement maybe a result of a lack of parental support.

Question 14

White working class families
Ruth lupton

Answer 14

Ruth studied 4 w/c schools and two predominantly white. one serving a largely Pakistani community and the fourth drawing peoples from an ethnically mixed community. She found that teachers reported lower levels of behaviour discipline in white working class schools.

Question 15

Working class, white families
Ruth Lupton evaluation

Answer 15

The teachers blamed the low levels of behaviour on low levels of parental support and the negative attitudes that working-class parents had towards education. Whereas ethnic minority parents were more likely to see education as “a way up in society”

Question 16

Working class, white families
Gillian Evans

Answer 16

She argues that street coach in white working class areas can be brutal, and young people have to learn how to withstand intimidation and intimidate others. Schools can be a place where power games are played out, bringing disruption to education.

Question 17

Criticism of cultural deprivation theory
Geoffrey driver

Answer 17

He criticises the theory for ignoring the positive effects of ethnicity and achievement. He shows how black families provide girls with positive role models of independent women and this is why black girls can be more successful in education than black boys.

Question 18

Criticism of cultural deprivation theory
Errol Lawrence

Answer 18

He challenges can pryce’s view that black peoples fail because their weak culture. He argues that black peoples underachieve because of racism rather than low self-esteem.

Question 19

Criticisms of cultural deprivation theory
Keddie

Answer 19

She sees cultural deprivation as victim blaming, and she argues that ethnic minority children are culturally different and not deprived. They underachieve because schools are ethnocentric.

Question 20

Material deprivation and class

Answer 20

Material deprivation explanations see educational failure as resulting from factors such as substandard housing and low income. Ethnic minorities are more likely to face these problems.

Question 21

Material deprivation and class
Guy Palmer

Answer 21

He found that almost half ethnic minority children live in low income, households and ethnic minorities are almost twice as likely to be unemployed compared to whites. ethnic minority workers are more like it’s been engaged and shift work.

Question 22

Why are some ethnic minorities have a greater risk of material deprivation that results from unemployment, low, pay and overcrowding?

Answer 22

Many live in economically depressed areas and lack language skills which cannot be recognised by UK Employers. asylum seekers aren’t allowed to take work and racial discrimination in the labour market.

Question 23

Material deprivation and class
Indian pupils

Answer 23

Indian peoples whose achievements are generally above average, are likely to be from better off backgrounds. They are an ethnic group most likely to attend private schools.

Question 24

Racism in wider society
John Rex

Answer 24

Shows how racial discrimination leads to social exclusion, and how this worsen the poverty faced by ethnic minorities. Eg. discrimination means that minorities are more likely to be forced into substandard accommodation.

Question 25

Internal factors Labelling

Answer 25

Interactionist sociologists found that teachers often see black and Asian peoples as being far from the ideal people and labels may lead to treating ethnic minority peoples differently, disadvantaging them.

Question 26

Internal factors Black pupils and discipline Gillborn and Youdell

Answer 26

They found that teachers were quicker to discipline black pupils, as a result of teachers, racialised expectations. They found that teachers misinterpreted their behaviour as threatening. Teachers then underestimated their ability and picked on them.

Question 27

Internal factors Black peoples and discipline Gillborn and Youdell conclusion

Answer 27

They concluded that much of the conflict between white teachers and black pupils, stems from the racial stereotypes teachers hold rather than the pupils actual behaviour.

Question 28

Internal factors Black peoples and discipline Jenny Bourne, 1994

Answer 28

She found that School is tend to see black boys is a threat and label them negatively leading eventually to exclusion and exclusions affect achievement.

Question 29

Internal factors Black peoples and discipline Osler

Answer 29

black pupils appear more likely to suffer from unrecorded unofficial exclusions (sent out of class) and are more likely to be placed in pupil referral units that exclude them from access to mainstream curriculum.

Question 30

Internal factors Black pupils and streaming Gillborn and Youdell

Answer 30

They found that in the A-C economy teachers focus on those students who they believe in most likely to achieve. As a result, negative stereotypes about black peoples ability that teaches hold means that they are more likely to be placed in lower sets.

Question 31

Internal factors Black pupil and streaming Peter Frost

Answer 31

He found the teachers’ stereotypes of black pupils can result in them being placed in low sets. streaming black pupils on the basis of negative stereotypes can result in a self-fulfilling prophecy of underachievement.

Question 32

Internal factors Asian pupils Cecile wright

Answer 32

In her study of multi ethnic primary schools, she shows that Asian peoples can be victims of teacher, labelling teachers, hold ethnocentric views. Eg. Teachers assumed that Asian pupils have a poor grasp of English and left them out of class discussions.

Question 33

Pupil identities Louise archer- types of pupils

Answer 33

The ideal pupil was white and middle-class. the pathologised pupil was Asian and culture, bound ‘overachiever’ and the demonised people was black and working class with a hyper sexualised identity.

Question 34

Pupil identities Farzana Shain

Answer 34

She notes that when Asian girls challenge, the stereotype is being quiet, passive or docile by misbehaving, they are often dealt with more severely than other pupils.

Question 35

Internal factors Chinese pupils Archer

Answer 35

Archer found that even those minority peoples who perform successfully can be pathologised. Chinese students were seen as achieving successfully in the ‘wrong’ way, rather than naturally.

Question 36

Pupil responses and subcultures

Answer 36

Pupils may respond to teacher, racism and negative labels by becoming destructive or withdrawn. They may refuse to accept the label and even decide to prove it wrong by working extra hard.

Question 37

Rejecting negative labels Fuller 1984 study of y11 black girls

Answer 37

Found that instead of accepting negative stereotypes, the girls channelled their anger into the pursuit of educational success. they had a positive attitude to academic success, but relied on their own efforts, rabbit, then teachers approval.

Question 38

Rejecting negative labels Martin Mac and Ghaill 1992 study of black and Asian A level students

Answer 38

They responded, depending on factors, such as the ethnic group or gender. Eg. Some girls felt that their experience of having attended and all girls school gave them a great academic commitment that would help them overcome negative labels.

Question 39

Failed strategies for avoiding racism Heidi Safia Mirza

Answer 39

Mirza found that racist teachers discouraged black pupils from being ambitious and aspiring professions. Black girls began to be selective about which member of staff to ask for help and got on with their work without taking part and lessons.

Question 40

Failed strategies to avoid racism Mirza - 3 types of teacher racism

Answer 40

Colourblind- allow racism to go on challenge, but believe all peoples are equal Liberal chauvinist - believe all black people are culturally deprived Over racist - believe blacks are interior

Question 41

The variety of boys’ responses Sewell - 4 boy responses

Answer 41

Rebels- rejected the goals and rules of school The conformist - keen to succeed, and we’re not part of a subculture. The retreatists- disconnected from School and black subcultures Innovators - pro-education Anti school

Question 42

Variety of boys responses Sewell and the four responses

Answer 42

Rebel- rejected goals,rules of school Conformists- keen to succeed, not part of a subculture Retreatists- disconnected from School and black subcultures Innovators - pro education, but anti school

Question 43

The variety of boys responses Sewell

Answer 43

He recognised that teachers, racist stereotyping of black boys, disadvantage them. Leading to a potential self-fulfilling prophecy

Question 44

Institutional racism Troyna and Williams (1986)

Answer 44

Argue that schools and colleges routinely and even unconsciously discriminate against ethnic minorities. Institutional racism- discrimination built into institutions like schools.

Question 45

Institutional racism Locked in inequality Daria Roithmayr 2003

Answer 45

Institutional racism is a ‘locked-in inequality’, the scale of historic discrimination is so large and there is no need to be any conscious intent to discriminate.

Question 46

Institutional racism Locked-in inequality Gillborn 2008

Answer 46

Sees ethnic inequality as “so deep and large that it is a practically inevitable feature of the education system”.

Question 47

Institutional racism Marketisations and segregation Gillborn 1997

Answer 47

Argues that marketisation gives schools more scope to select pupils, allows negative stereotypes to influence decisions about school admissions.

Question 48

Institutional racism Marketisation and segregation Moore and Davenport 1990

Answer 48

selection procedures lead to ethnic segregation. Ethnic minority pupils fail to get into better secondary school due to discrimination. They found that primary school reports were used to screen up peoples with language difficulties.

Question 49

Institutional racism Marketisation and segregation

Answer 49

Selection procedures favoured white pupils and disadvantaged those from ethnic minority backgrounds. Selection leads to an ethnically stratified education system.

Question 50

Institutional racism Marketisation and segregation commission for racial equality 1993

Answer 50

Identified Britain bias, and noted that racism in school admissions procedures means that ethnic minority children are more likely to end up in unpopular schools.

Question 51

Institutional racism Ethnocentric curriculum

Answer 51

The ethnocentric curriculum is a curriculum that reflects the culture of one ethnic group. Many sociologist see the ethnocentric curriculum as a prime example of institutional racism because it builds a racial device into everyday workings of schools.

Question 52

Institutional racism Ethnocentric curriculum and languages, literature and music Miriam David 1993

Answer 52

Describes the national curriculum as a “specifically British” curriculum that largely ignores non-European languages, literature and music.

Question 53

Institutional racism Ethnocentric curriculum and history Stephen ball 1994

Answer 53

Criticises the national curriculum for ignoring ethnic diversity, and for promoting an attitude of “little Englandism”. ignores the history of black and Asian people.

Question 54

Institutional racism Ethnocentric curriculum Bernard Coard 1971

Answer 54

Ethnocentric curriculum may produce underachievement. Argues that the image of black people as inferior undermines black children’s self esteem and leads to failure.

Question 55

Institutional racism Impact of the Ethnocentric curriculum Maureen stone 1981

Answer 55

It is not clear impact the ethnocentric curriculum has because while it ignores Asian culture, Indian and Chinese pupils achievement is above the national average. Stone argues that black children are not suffer from low self-esteem.

Question 56

Institutional racism Assessment Gillborn 2008

Answer 56

Argues that assessments are rigged to validate the dominant cultures superiority. If black children succeed as a group, the rules will change to re-engineer failure.

Question 57

Institutional racism Assessments Gillborn and baseline assessments study

Answer 57

Primary schools used baseline assessments in the past which tested pupils at school. 2003, were replaced the foundation stage profile. Black children appeared to be doing worse because the FSP based on teachers judgements.

Question 58

Institutional racism Access to opportunities “gifted talented programme” Gillborn 2008

Answer 58

aim at meeting the needs of more able pupils. Gillborn points out that official statistic show that whites are twice as likely to be identified as gifted and talented over black Caribbeans and 5 times than black Africans.

Question 59

Institutional racism Access to opportunities Exam tiers Tikly et al 2006

Answer 59

Found that in 30 schools blacks were more likely than whites to be entered for lower tier GCSE exams because black pupils had been placed in lower sets.

Question 60

Institutional racism Access to opportunities Steve strand 2012

Answer 60

From his study of young people in England, he shows a white-black achievement, gap in maths in science. He found this to be the result of black people being systematically under represented in higher tier sets. Test tears reflect teachers expectations.

Question 61

Institutional racism The new IQism Gillborn

Answer 61

Teaches and policy makers make false assumptions about the nature of peoples ability and see potential as a fixed quality that can be easily measured. Once potential is measured, they can be put into the “right” stream.

Question 62

Institute racism The new IQism Youdell and Gillborn

Answer 62

Note that secondary schools are increasingly using old style intelligence test to allocate peoples to different streams.

Question 63

Institutional racism Criticism to Gillborn Black boys and underachievement Sewell

Answer 63

Sewell suggests that instead of focusing on internal factors of an achievement, we need to focus on external factors, such as boys and school, attitudes, peer groups and the nurturing role of a father

Question 64

Institutional racism Criticisms of Gillborn Model, minorities, Indian and Chinese achievement

Answer 64

Critics to the idea of institutional education point out that as well as under achievement of black boys, there is also overachievement of model minorities like Indian and Chinese students. Questioning whether there is institutional racism in education.

Question 65

Institutional racism Gillborns response to criticism

Answer 65

Argues that the image of Indian and Chinese students, as hard-working performs an ideological function that conceals the fact that education is institutionally racist, making the system appear meritocratic and fair.

Question 66

Institutional racism Ethnicity, class and gender Gillian Evans 2006

Answer 66

She claims that in examining black children’s achievement socialist tend to look at their culture, but rarely at their class.

Question 67

Institutional racism Ethnicity class and gender Paul Connolly 1998

Answer 67

Studied 50 6 year olds in a multi ethnic primary school. shows teachers construct masculinity differently, depending on ethnicity. Teacher for black boys is destructive and punished them more and Asian boys as passive and feminine in need of protection.