Ethnicity External

Question 1

Moynihan + Sewell

Answer 1

P – Define Cultural deprivation and Socialisation
E – Family structure, Moynihan (1965)- black lone parent families inadequate for socialisation, e.g. Lack of male role model
E – Absence of fathers leads to loss of ‘tough love,’ Sewell (2009)- struggle to overcome emotional + behavioural difficulties, turn to MTV culture
L – Cycle of deprivation, Black failure at school leads to poor jobs, thus leading to inadequate parenting
E – Driver (1997)- ignores positive effects, rather than dysfunctional, provide role models of strong independent women

1965, 2009

Question 2

Palmer

Answer 2

P – Define Material deprivation
E – Educational failure stems from substandard housing, low income and inadequate nutrition
E – 50% of all BAME children live in LIC household’s vs 25% white children, Palmer (2012)- many live in economically depressed areas with poor catchments, high levels of unemployment and overcrowding
L – Explains why Pakistani do worse than Indian + white, who are more likely from better-off backgrounds
E – However even materially deprived ethnic groups do better than most, 86% Chinese girls achieved 5+ GCSEs vs 65% white girls, both on FSM (2011)

2012

Question 3

Lupton

Answer 3

P – Define Attitudes + Values
E – Lack of aspiration as major cause of underachievement, BAME socialised into a fatalistic subculture
E – Indian + Chinese socialised into mainstream, Lupton (2004)- adult authority matched schools, developing ‘Asian work ethic’
L – Mirrored behaviour policy means Asian children feel at home. Instils good values and positive teacher labelling
E – Platt + Parsons (2018)- among 7-14yr olds BAME had higher aspirations than white counterparts

2004

Question 4

Gillborn + Youdell, Wright

Answer 4

P – Define Labelling
E – Black pupils, Gillborn + Youdell (2000)- racialised expectations, conflict between actual behaviour + achievement and teacher stereotypes
E – Educational triage puts Black students at disadvantage, lower streams creates SFP
E- Same hostility faced by Asian students, Wright (1992)- ethnocentric views, assuming poor understanding, mispronunciation of names or disapproval of customs
L – Both groups feel marginalised and excluded, Chinese + Indian serve ideological function by concealing institutional racism through overachieving (myth of meritocracy)
E – Mac an Ghaill- black Yr 11 girls, untypical as they were high achievers in low streams, channelled anger into success, therefore too deterministic

2000, 1992

Question 5

Gillborn

Answer 5

P – Define Marketisation and Ethnocentric Curriculum
E – Greater scope to select pupils, Gillborn (1997)- negative BAME stereotypes favour White students
E – Ethnocentric curriculum used to legitimate dominant culture, tested via Rigged Assessment game, (FSP) adapted to reproduce/ reengineer failure of minority culture
E- New IQism, opportunities to higher sets determined by teacher opinion, policymakers created false metric measuring pupils’ ability or potential
L – Institutional racism ‘locked in inequality’
E – Sewell (2009)- focus on external factors to raise aspirations, countering anti-school pressure and role of father

2008

Question 6

Archer

Answer 6

P – Define Identity
E – Teachers often define pupils having stereotypical ethnic identities
E – Dominant discourse constructs identity, Archer (2010)- ideal, pathologized, demonised (P+D= BAME)
L – Achievement constructed via teacher opinion
E – Chinese pupils, despite being viewed negatively are highest achievers in education system

2010