Ethnicity: External Factors

Question 1

What is the definition of ethnicity?

Answer 1

Groups that see themselves as having a common origin and being culturally distinctive. This is linked to nationality and ‘racial’ differences between groups of people.

Question 2

What is a quote from Lawson and Garrod (2000)?

Answer 2

“People who share common history, customs, and identity, as well as, in most cases, language and religion, and who see themselves as a distinct unit’.

Question 3

What is a stereotype?

Answer 3

A simplified and often misleading representation of a group based on the members’ typical characteristics.

Question 4

What is prejudice?

Answer 4

A preconceived opinion that isn’t based on a reason or actual experience. This might involve expecting an individual to act a certain way because they are from a certain background.

Question 5

What is discrimination?

Answer 5

The unjust and prejudicial treatment of people in different categories. This involves treating people differently.

Question 6

What does data show about the following?
- White, Asian and Black pupils compared together.
- Gender and class.
- Gypsy/Roma and Traveller students.
- Class difference.

Answer 6

• White and Asian pupils do better than Black pupils.
• The gender and class differences within and between ethnic groups.
• Girls do better than boys in all groups other than Gypsy/Roma and Traveller students → Gypsy/Roma and Traveller girls are taken out of school before starting secondary school to learn traditional household jobs from the mother figure in the family.
• Middle class children in all ethnic groups do better than working class children.

Question 7

1. Maternal Deprivation.
   What did Flaherty (2004) say about FSM and Pakistani, Bangladeshi, African and White individuals?

Answer 7

• The poorest ⅕ of the population are 3x more likely than white people to be Pakistani and Bangladeshi.
• African, Pakistani and Bangladeshi are 3x more likely to be unemployed than White pupils, and lower average wages.
• 15% of minority groups live in overcrowded homes. 2% for White people.
• FSM interacts with ethnicity and achievement. FSM pupils tend to do worse than the other pupils.

Question 8

What report states social class differences account for many differences in achievement between different ethnic groups.

Answer 8

The Swann Report (1985).

Question 9

Does class override ethnicity? (Think about cultural deprivation and Indian and Chinese pupils)

Answer 9

• Cultural deprivation may be overestimated and the effect of poverty and material deprivation may be underestimated.
• Indian and Chinese who are materially deprived still do well academically.

Question 10

Is the FSM effect is wrong? (2011 FSM statistics)

Answer 10

In 2011, 86% of Chinese girls on FSM achieved 5 A*-C with 65% of White girls who were not on FSM.

Question 11

Who said the effects of low income are worse for White ethnic groups than non White ethnic groups and lots of minority ethnic parents have more cultural capital than is typical for their income or class?

Answer 11

Modood (2004)

Question 12

Why and how are recent migrants disadvantaged?

Answer 12

• Recent migrants may be well educated but cannot access jobs due to discrimination and not being familiar with British culture.
• They may be better educated than most White British parents from the same social class.

Question 13

For what ethnicity group is the gap between FSM and non-FSM pupils the largest?

Answer 13

White British pupils.

Question 14

What research did Gillborn and Mirza (2000) conduct?

Answer 14

Assessed the effects of social class on ethnic groups in the education system.

Question 15

What did Gillborn and Mirza find from this research?

Answer 15

• There was a strong relationship between social class and achievement in all groups.
• Middle class children achieved better than working class children.
• African Caribbean pupils - especially boys - didn’t do as well as their peers in other ethnic groups even when class was considered.

Question 16

What does Tariq Modood (2004) argue about ethnic minority parents?

Answer 16

He argues many ethnic-minority parents have more cultural capital than what is typical for their income or social class.

Question 17

2. Cultural Deprivation.
   What do some sociologists believe about minority ethnic groups in relation to their culture?

Answer 17

Some sociolo gists believe that the minority ethnic groups may either be deprived or advantaged academically as a result of distinctive features of the culture of their ethnic group.

Question 18

How can this be contradicted?

Answer 18

However, it shouldn’t be assumed that all members of an ethnic group share exactly the same culture and there may be differences between males and females in each group.

Question 19

What pupils are the most successful in the education system?

Answer 19

British Chinese pupils.

Question 20

Who said the parents of Chinese pupils placed an extremely high value on education?

Answer 20

Archer and Francis (2007).

Question 21

Basit (2013) stated that cultural factors affect educational achievement in British Asian communities. What is the reason for this?

Answer 21

• Everyone in the communities places high value on education and saw free state education as a ‘blessing’ because it generally offered more opportunities than were available in their countries of origin.
• Parents had high standards.
• Poor parents managed to get into selective schools, for example, arranging private tuition.

Question 22

What sort of families are British Chinese and British Asian families?

Answer 22

Stable, supportive families, keen on educational achievement, and are the key to success.

Question 23

What does some research demonstrate about enthusiasm within ethnic groups in education?

Answer 23

Some research demonstrates all minority ethnic groups are enthusiastic about education, compared to the White British ethnic group.

Question 24

What ethnic group does worse than Indian students?

Answer 24

African Caribbean students.

Question 25

Who said that among year 13 pupils positive attitude towards education were strongest amongst Black African students planning to go on to higher education?

Answer 25

Connor et al (2004).

Question 26

What are Black pupils - particularly boys - most likely to do/experience?

Answer 26

• The most likely to be permanently excluded from school.
• Are 1.5x more likely as White British pupils to be identified with behaviour-related special needs.
• Are put in bottom sets (not reflecting ability).
• Less likely than average to be identified as gifted and talented.

Question 27

Why is this? ( and Sewell 1997)

Answer 27

• Might be attracted to gangs → aggressive masculinity = no value of respect for authority.
• Lack of concern for educational achievement and rejection of school values.
• Sewell explored cultural factors for African Caribbean pupils and underachievement. He stated that many African Caribbean families are raised in single parent families. He claims this can lead to boys lacking a male role model and the discipline that comes from a male father figure.

Question 28

On the other hand, what about White British pupils?

Answer 28

• However, some White British pupils have low attainment, particularly those from economically disadvantaged groups, and make poor progress.
• 24% of White British boys on FSM achieved 5+ GCSEs at grades A*-C, even lower than the 27% of African Caribbean boys on FSM who achieve this.

Question 29

How can this topic be approached?

Answer 29

1. Attitudes and values.
2. Intellectual and linguistic skills.
3. Family Structure and Parental Support.

Question 30

1. Attitudes and Values.
   What ethnic group has a lack of motivation and why do they not place value in education?

Answer 30

• Lack of motivation in Black students.
• Not socialised into mainstream culture but into a subculture that establishes the idea of living for today; no value to education and not set up for success.

Question 31

2. Intellectual and Linguistic skills.
   What pupils lack intellectual stimulation and enriching experiences, and why are they poorly equipped for school?

Answer 31

• Low-income Black families.
• They haven’t developed reasoning and problem solving skills.

Question 32

How does Bereiter and Engelmann link language to educational success?

Answer 32

• Language spoken by low income Black American families is inadequate for educational success.
• Pupils who don’t speak English at home may be held back in education, although data doesn’t show this as a major factor.

Question 33

3. Family Structure and Parental Support.
   What is a result of dysfunctional family structure?

Answer 33

Bad socialisation.

Question 34

What does Moynihan (1965) state about the result of the high rate of single mothers?

Answer 34

• Due to a high rate of single mothers, children deprived of adequate care due to financial difficulties and absence of the male figure.
• Boys lack a male father figure - role model.
• Continuing cycle of cultural deprivation.

Question 35

What does Murray (1984) say about the high rate of single families?

Answer 35

Murray (1984) - high rate of single families = underachievement.

Question 36

Who says that low achievement of ethnic minorities results from failure to embrace British culture?

Answer 36

Scruton (1986).

Question 37

Pryce (1979) - compared Black and Asian pupils. What was found?

Answer 37

Asians are high achievers as they are more resistant to racism and greater sense of self worth.

Question 38

What does Sewell (2009) say about the result of the lack of ‘tough love’ from Black fathers?
And, how is ideal described by Arnot (2004)? (quote)

Answer 38

• Street gangs offer loyalty and love, promoting anti-school black masculinity.
• Ideal is described by Arnot (2004) as ‘ultra tough ghetto superstar, reinforces through rap lyrics and MTV videos’.

Question 39

What did Sewell study?

Answer 39

Fathers, gangs and culture.

Question 40

What did Sewell find?

Answer 40

• In his research he found that: “The biggest barrier facing black boys is actually black peer pressure. We need to talk about how black students discourage their peers.”
• Speaking in standard English and doing well academically were seen as ‘selling out’ to the white establishment.

Question 41

What did Sewell find about Asian families?

Answer 41

Indian and Chinese pupils benefit from supportive families and ‘Asian worth ethic’.

Question 42

What did Lupton (2004) find about adult authority in Asian families?

Answer 42

• Adult authority in Asian families is similar to the model in education. Respectful behaviour to adults is expected from children.
• Teachers reported poorer behaviour from White working class schools even though less of them were on FSM. → Blamed this on lower levels of parental support and negative attitudes towards education of White W.C parents.
• However ethnic minority parents were more likely to see education as a ‘way up in society’.

Question 43

What does Evans argue about street culture in White working class?

Answer 43

• Evans argues street culture in White W.C can be brutal. Young people learn about intimidation.

Question 44

School can become a place where power games are played out. What can this result in?

Answer 44

It can bring disruption which makes it hard for pupils to succeed.

Question 45

What are criticisms? (Including Driver and Keddie)

Answer 45

• Driver (1977) - ethnicity can be an advantage in education.
• Keddie (1971) to blame culture is to blame the victims of educational failure.
• Ignores Multiculturalism.
• Relies on Generalisations.
• Ignores Compensatory Education.
  For example:
  Operation Head Start (1960s).
  Educational Priority Areas (1960s).
  Educational Action Zones (1990s).
  Sure Start (2000).

Question 46

What does Mason (1995) say about discrimination? (quote)

Answer 46

‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin.’

Question 47

Racism leads to social exclusion and accordingly poverty. This is shown in housing, employment, and education. Who said this?

Answer 47

Rex (1986)

Question 48

Example housing…?

Answer 48

Example housing: minorities are more likely to be forced into substandard housing than White people of the same class.

Question 49

What is an example of this from Noon (1993)?

Answer 49

Noon (1993) - Sent identical letters to 100 top UK companies but alternated between the names ‘Evans’ + ‘Patel’… the replies to the ‘White’ candidate were more helpful and informative.

Question 50

What is an example of racism in wider society? (Wood et al)

Answer 50

Wood et al (2010) - sent 3 similar job applications to 1000 job vacancies with 3 fictitious names associated with 3 different ethnic backgrounds.
- 1/9 White applicants offered an interview.
- 1.16 ethnic minority applicants offered an interview.

Question 51

Evaluation.
What can be said about language skills not playing a part in educational achievement?

Answer 51

Language skills may not play a part. There is evidence from research that doesn’t support the view that poor linguistic skills are the causes for differences in education. For example, Indian students do very well despite often not having English as their home language.

Question 52

What can be said about Afro-Caribbeans not having different attitudes and values in education?

Answer 52

Afro-Caribbeans don’t have different attitudes and values. Afro-Caribbean parents are more likely to provide supplementary schooling at weekends and in school holidays, and make more contact with schools than White or Asian parents.

Question 53

What can be said about minorities being culturally different, not culturally deprived? (Keddie 1973)

Answer 53

Keddie (1973) argues that ethnic minority children aren’t culturally deprived but just culturally different. They under-achieve because schools are ethnocentric (biased in favour of white culture against minorities.