Ethnicity Flashcards
(39 cards)
African- Caribbean Students:
Are generally lower achievers in terms of GCSE and A-levels compared with other ethnic groups.
In 2014, only 47% of A-C students achieved 5+ , C- Gvses compared with the national average of 56%
Black Male students
Are the group most likely to be excluded from school
Chinese and Indian students
Out-perform every other ethnic group at GCSE and A-level.
In 2014 , 74.4% of Chinese and 72.9% of a Indian students attained 5+, A*, C- GCSEs
Pakistani students:
Perform the most poorly among Asian ethnic groups.
In 2014 only 51.4% of Pakistani students achieved 5+, A*, C- GCSEs
Gypsy/Roma students:
Are the lowest achievers in terms of GCSEs compared with other ethnic groups .
I’m 2014, only 8.2% achieved at least five 5+, A*, C- GCSEs
White boys:
ESPECIALLY THOSE ON FREE SCHOOL MEALS, generally make less progress in schools compared with other ethnic groups
Girls in all ethnic groups
Do better than boys 😼
2016 RESEARCH BY THE CENTRE FORUM found that:
While ahead at age five, white students slip into 13th place behind those of Chinese, Indian, Asian and black African heritage by the time they sit their GCSEs at age 16.
SUPPORTING STUDY OF ETHNIC-MINORITY CHILDREN Guy Palmer (2010)
Found that nearly half of ethnic-minority children live in low income families compared with a quarter of white children.
SUPPORTING STUDY OF ETHNIC-MINORITY CHILDREN The Equality of Human Rights Commissions (2010)
Found that White British, Bangladeshi and African-Caribbean boys who qualify for FSM are half as likely than other groups to get good GCSE results; they are twice as likely to be permanently excluded from school
SUPPORTING STUDY OF ETHNIC-MINORITY CHILDREN Ireson and Rushforth (2005)
Found that ethnic minority parents from higher sociology-economic backgrounds can afford to hire private tutors for their children
Material Deprivation
Material deprivation theory considers the role of social class and poverty in ethnic-minority students’ experience of school
THE ROLE of material deprivation
- Ethnic minorities in the Uk are more likely to be in poverty because they are more likely to be unemployed or in low-paid jobs
- They are more likely to live in poor housing in economically depressed areas, which experience severe social problems
- Children’s experience of this deprivation as well as racism, undermines their educational performance
EVALUATING STUDY - ETHNICITY SND EXTERNAL FACTORS- Gillborn CHALLENGES ethnic deprivation (2015)
He observes that white children in poverty measured by the number who claim free school meals (FSM) are 3x more likely to achieve five GCSEs compared with Gypsy and Roma Children.
Cultural deprivation theory
Focuses on the home background of ethnic minorities
The role of cultural deprivation
— Asian, Chinese, African families : children benefit from cultures and parents that value educations
— African- Carribean families — young males underachieve because of a lack of positive adult role models and the negative influence of a hyper-masculine peer culture encouraged by rap music and street gang, which puts PRESSURE on boys to be anti-school
SUPPORTING STUDY OF CULTURAL DEPRIVATION - Tony Sewell (1997)
African-Caribbean boys brought up by single mums lack the discipline provided by fathers and may be attracted by gang culture, which rejects academic values
SUPPORTING STUDY OF CULTURAL DEPRIVATION Ruth Lupton (2004)
Asian children, especially those from a Muslim backgrounds,have a diligent work ethic because their parents expect children to be respectful towards adults.
++parents are always generally supportive of school behaviour policies and sanctions
EVALUATION OF CULTURAL DEPRIVATION - William Labov (1972)
— He argues that teachers are to blame for any educational underachievement experienced by black children because they fail to understand that black inner-city culture is different , rather than deficient
— He argues teachers make little attempt at understanding language of young urban black people (Labov calls BEV - Black English Vernacular)
— Labov argues that the problem lies with the school system and teachers - who’s re unfairly discriminating against black culture and language
Gillain Evans (2006)
- Argues that the underachievement of white working-class boys living in poor families in inner cities is more of a social problem than tonic underachievement
- White boys’ achievements have declined as aspirations have decreased
- she argues that educational success is often not valued by a working-class street culture shaped by both: poverty and violence.
LABELLING OF BLACK STUDENTS - Interactionalist
Interactionalists claim that teachers rarely label black students as ‘ideal students’. Rather, they suggests that some teachers are guilty of racist labelling of black students, especially boys.
LABELLING OF BLACK STUDENTS - Gillborn snd Youdell (2000)
Argue that white female teachers have low expectations of black boys’ potential academic performance and classroom behaviour.
These boys were put into lower streams or sets
LABELLING OF BLACK STUDENTS - Connolly (1988)
Found that black girls were often labelled as potentially disruptive but good at sport, which meant that teachers often did not focus on their academic ability.
LABELLING OF ASIAN STUDENTS- Gillborn (2008)
White middle-class students, as well as the ‘model’ minorities such as Chinese and Indian students are labelled as ‘ideal students’ because of their positive attitudes towards school
