Ethnicity Flashcards
(40 cards)
Bereiter and Englemann - Intellectual and Linguistic
Skills
the language spoken by low income, black American families is inadequate for educational success, children who do not speak English at home may be held back
Gillborn and Mirza - Criticism of Linguistic
Skills
found Indian pupils do very well despite often not having English as their first language
Moynihan - Family
Structure and Parental
Support
many black families are headed by a lone mother, where she struggles financially in the absence of a male breadwinner and therefore boys do not have a male role model to look up to
Pryce - Family Structure and Parental Support - Black - less resistant to? Leads to?
Black Caribbean culture is less cohesive and less resistant to racism leading to low self-esteem and underachievement
Sewell - Fathers, Gangs and Culture
it is not the absence of fathers but the lack of “tough love”, black fatherless boys are presented with media-inspired role model of anti-school black masculinity
Gillborn - Criticism of
Sewell - what is ingrained in society?
not peer pressure but institutional racism within the system which leads to the failure of black boys
Sewell - Asian Families
Asian and Chinese students benefit from supportive families, having an &
“Asian work ethic” and placing high emphasis on education
Lupton - Asian Families
adult authority in Asian families is similar to the model used in schools, parents are more likely to support the school’s behaviour policies
McCulloch - White W/C
Families - surveyed _________? who more likely to go to uni?
surveyed 16,000 pupils and found ethnic minority pupils were more likely to aspire to go to university than white British pupils
Lupton - White W/C
Families
ethnic minorities are more likely to see education as a “way up” in society
Evans - White W/C
Families (power/authority)
white working class street culture can be brutal, as a result of power games which are played on the street are replicated in schools bringing disruption and making it hard for pupils to succeed.
Driver - Criticisms of Cultural Deprivation Theory (Ethnicity) - What did it ignore? (BC role models)
CD ignores the positive effects ethnicity can have on achievement, in black Caribbean families, girls are provided with positive role models of strong independent women
Lawrence - Criticisms of
Cultural Deprivation
Theory (Ethnicity) - who underachieves? Why?
Black pupils underachieve not because of low self-esteem but because of racism
Keddie - Criticisms of Cultural Deprivation
Theory (Ethnicity)
Ethnic minorities are not culturally deprived but culturally different, they underachieve because schools are ethnocentric
Palmer - Material
Deprivation (Ethnicity)
Almost half ethnic minority children live in low income households against 1/4 of white children
Ethnic minorities are 3x more likely to be homeless
Ethnic minorities are 2x as likely to be unemployed compared with whites
Madood - Criticisms of Material Deprivation
found white children from low income families generally did less well, the effects of low income were much less for other ethnic groups than whites
Wood et al. - Racism in
Wider Society (study)
3 closely matched job applications to 1000 job vacancies, had names 4 & associated with particular ethnic groups, found only 1 in 16 ethnic minority applications received an interview, compared to 1 in 9 white applications.
Gillborn and Mirza -
Internal Factors (ethnicity)
black children were the highest achievers on entry to primary school a & but by GCSE they had the worst results of any ethnic group
Gillborn and Youdell - Labelling and Teacher
Racism (discipline - harsher?) Why? Who?
teachers are quicker to discipline black pupils as a result of teacher’s “ & racialised expectations, teacher-pupil conflict was a result of racial stereotypes rather than actual behaviour
Gillborn and Youdell - Labelling and Teacher
Racism (streaming - black pupils) Where? Why? Leads to?
as a result of A-C Economy and Educational Triage, negative stereotypes about black pupil’s ability can mean they are placed in lower sets, leading to self-fulfilling prophecy
Wright - Labelling and Teacher Racism (Asian Pupils)
teachers held ethnocentric views, assumed Asian pupils would have a “ poor grasp of English and left them out of group discussion, Asian pupils felt isolated when teachers disapproved of their customs or mispronounced names - seen as a problem to ignore
Archer - Pupil Identities
(Ethnicity)
3 Types:
Ideal (white, middle class masculinised identity, achieve through ability and initiative)
Pathologised (Asian, feminised identity, asexual/oppressed sexuality, conformist, achieve through hard work, “other”)
Demonised (black or white working class, hypersexualised, unintelligent, peer led)
Shain - Asian Girls
if Asian girls challenge their expectations of passive, quiet or docile, they’re often dealt with more severely
Archer - Chinese Pupils
saw to have achieved success in the wrong way, through hard work a w conformism not natural ability, “over-achievement” not “proper achievement”
