Ethnicity Flashcards
AO1-Racialised expectations (in school)
Mac an Ghaill-teachers hold stereotypes of pupils based on ethnicity and this affects how they are treated, leading to inequality in the opportunities given. Gillborn and Youdell-teachers expected black students to present more discipline problems. In the A to C economy teachers focus on those who they believe will achieve a grade c at GCSE but due to underestimating the ability of black students they were not a part of this group. This meant black students were denied access to the sets and support from teachers that would give them the best chance of achieving success. Archer-ethnic minorities tend to be labelled as the demonised pupil identity rather than the ideal pupil leading to a self-fulfilling prophecy.
AO1-Pupil responses and subcultures-strech (in school)
Sewell-the four responses to negative labelling. 1. The rebels - a small group of black students who who rejected both the goals and rules of school, conforming to the anti school black macho lads subculture. 2. The conformists - the largest group, consisting of boys keen to succeed so accepted the school’s goals and were anxious to be stereotyped. 3. The retreatists - a tiny minority of listed individuals disconnected with subcultures. 4. The innovators - the second largest group who were pro education but anti school so they conformed as far as doing school work but did not seek approval from teachers. However teachers tended to see all black students as rebels which negatively impacts their achievements.
AO1-Istitutional racism (in school)
This is discrimination that is built into the way schools and colleges operate through policies and procedures. The internal workings of the school reinforce inequality between different ethnic groups. Hatcher-schools place a low priority on dealing with race issues and failed to tackle instances of racist bullying making ethnic minorities feel like they are being set up to fail resulting in their lack of effort and underachievement compared to white students.
AO1-Marketisation policies (in school)
Gillborn and Youdell-marketisation (competition and choice) gives schools more scope to select pupils and allows allow negative radicalised stereotypes to influence decisions on admissions. 1. Ofsted and league tables tell parents which schools are best 2. Open enrollment means parents can apply anywhere 3. The best schools become oversubscribed 4. The schools will pick student they fell are mist likely to succeed to improve position in league tables and Ofsted reports 5. The educational triage takes place in which Indian, Chinese, and white students are offered places but black, Pakistani, and Bangladeshi students are refused so have to attend underperforming schools meaning they underachieve.
AO1-Assesment game (in school)
Gillborn-the assessment game reflects white superiority as when black students begin to achieve on the same level as white students the rules of assessment change. Sanders and Horn-black students tend to do worse in teacher marked subjects compared to subjects with external exams. For example in primary schools assessment changed from baseline tests to foundations staged profile (based on teachers opinions) and black students who were originally high achievers are now doing worse than white students.
AO1-New IQ’ism (in school)
Gillborn-teachers and policy makers make false assumptions about the nature of pupils ability. Potentional is seen as a set quality that can be measured through IQ but this only shows what can be done now not in the future. Teachers decide who goes into higher sets or gifted and talented programmes but this disadvantages black students due to negative stereotypes about their discipline levels which play a part in the decision.
AO1-Ethnocentric curriculum (in school)
The curriculum in schools gives priority to white culture making ethnic minorities feel excluded resulting in lower self esteem and lack of motivation meaning they underachieve compared to white students. Fir example in English lit only books by white authors are read, in history only white-European history is learnt and only white-European languages are taught.
AO1-Material deprivation (out of school)
Pakistanis and Bangladeshis are 3× more likely than whites to be the poorest 5th of the population and 3× more likely to be homeless. Unemployment and low paid jobs is 3× higher for African-Caribbeans, Bangladeshis, and Pakistanis. These inequalities are parallel to education as black, Pakistani and Bangladeshi student achieve the worst results showing that material deprivation impacts achievement.
AO1-Cultural deprivation of family structure (out of school)
Moynihan-many black families are headed by a lone mother and they are deprived of adequate care. Children miss out on the discipline provided by a father and there is an absence of tough love meaning they lack the motivation for education. Thus firms a cycle in which black children are raised by a single mother, they are socialised incorrectly, they fail in education, boys turn to crime and become absent fathers, and girl get pregnant young and become single mothers.
AO1-Lack of parental support-strech (out if school)
Sewell-it is the lack of fatherly nurturing that leads to black boys’ underachievement. This results in black boys failing to overcome emotional and behavioral difficulties so they may turn to gangs for this perverse loyalty and love. They now feel pressure to conform to the anti school black masculine identity which impacts negatively on educational achievement. Eg through rap lyrics and videos.
AO1-Cultural deprivation of attitudes and values (out of school)
Driver and Ballard-Asian families have high expectations for their children so the students work hard to please their parents eg the ‘Asian work ethic’. Lupton-adult authority in Asian famous is similar to how schools operate like respecting adults leading to them achieving well.
AO1-Cultural deprivation of linguistics (out of school)
The PSL study found that Pakistani and Bangladeshi people were the least fluent in English. These students are also the lowest achieving showing that as exams are conducted in English nit speaking it in the home disadvantages them.
AO1-Racism in wider society (out if school)
Wood et al sent 3 similar job applications to each of 1000 job vacancies. One used a white name and two had ethnic minorities names. Only 1 in 16 of the ethnic minority applications were offered an interview compared to 1 in 9 white applications. Ethnic minorities are more likely to face unemployment which means these children may be materially deprived and may realise this making them less motivated to apply for jobs and they put less effort in in education resulting in their underachievement compared to white students.
AO3-Racialised expectations (in school)
Fullers study shows that labelling doesnt always lead to a self-fulfilling prophecy as it is possible to self negate the label and still achieve well
AO3-Strech-pupil responses and subcultures (in school)
Sewell argues that external factors such as family structure and lack of fatherly support is more important in producing black boys’ underachievement.
