evaluations Flashcards
language - eval
Labou found that Black American speech was perfectly logical. Baker Bell sees views such as Bereiter and Engelmann’s as examples of anti-black linguistic racism which labels black speech as inferior and whites as superior, she argues that they are both equally valid but due to what she describes as linguistic violence - white mainstream English dominates in the education system. Another common misconception is that children who don’t speak English at home may be held back educationally but official stats on attainment scores show that on average children whose first language is not English perform better (47.2%) than those who speak English (46.5%)
attitudes and values - eval
EMs tend to have high aspirations. Platt and Parsons using large-scale nationally representative data found that among 7-14-year-olds minority ethnic pupils had higher career aspirations than their White counterparts and were more likely to aspire to highly paid jobs. This shows that minority ethnic group families are not socialising their children into low aspirations as CD theorists claim
family structure - eval
Driver criticizes CD theorists for ignoring the positive effects of Black family structures on achievement. He shows that Black Families provide girls with positive role models of strong independent women, this explains why Black girls do better in education than Black boys.
Sewell is accused of downplaying the importance of racism. CRT like Gillborn argues that it is not peer pressure or absent fathers but institutional racism in the education system that systemically produces the failure of large numbers of black boys
Keddie - victim blaming, EM fail because schools are ethnocentrically biased in favour of whites
Labelling theorists - the cause is not low aspirations but teacher racist stereotypes = SFP
material deprivation - eval
Indian and Chinese materially deprived pupils still do better than most eg in 2011, 86% of Chinese girls who received FSM achieved five or more higher GCSE grades compared to 65% of white girls not on FSM, This suggests that material deprivation and SC do not completely override the influence of ethnicity
ethnocentric curriculum
assimilation policies
