External factors- Cultural Deprivation

Question 1

Intellectual and Linguistic Skills:

Bereiter and Engelmann-

Black American language (low income families)

Answer 1

Inadequate for educational success = ungrammatical and disjointed .

Resulted by little practice of their English and their parents were less proficient in English.

Question 2

EAL

English as Another Language

Answer 2

13% of secondary school pupils did not have English as their main language at home.

Question 3

Evaluation: Intellectual and Linguistic skills

Swan Report (1985)

Answer 3

Non-native speakers acquire skills from learning a second language by the time they leave school.

Question 4

Demonstrates no understanding of the education system- lacking cultural capital

Answer 4

Multilingual students performed better in standardised tests.

Question 5

Educational performance on Indian and Chinese pupils

END OF EVALUATION

Answer 5

Often achieves highly despite often not having English as their home language.

Question 6

Attitudes and values:

Moon and Invis (2004):

Answer 6

Greater involvement in ethnic groups- 82% went to parents evenings.

Black Caribbean and Bangladeshi parents viewed education the parent’s responsibility rather than the schools.

Question 7

Evaluation: Attitudes and values

Answer 7

Fatalism may stem from racism.

Question 8

Family and structure:

Daniel Moynihan- NEW RIGHT

Answer 8

Children deprived from adequate care, later fail in school, and become inadequate because of no male role model.

Question 9

Ken Pryce

Answer 9

Black Caribbean= less restraint to racism.

Low self-esteem due to the impact of colonialism and slavery is also significant.

Question 10

Evaluation: Family and structure

Answer 10

Black girls do well- due to a strong mother role model.

Question 11

Asians have more high self-esteem compared to black Caribbean.

Answer 11

Asian family structures, religions, and languages were not destroyed in the same way as they were for Black people.

Question 12

Parental support:

Sewell: fathers, gangs, and culture

Answer 12

A lack of tough love- firm, fair, respectful, non-abusive from a father.

Resulted in high proportion of them turning to gang for a sense of loyalty and love.

Question 13

Sewell: fathers, gangs, and culture (continued)

Answer 13

Formed an anti-school black masculinity.

↪ Most of the academically successful black boys said they felt pressured from other boys for speaking in standard English and doing well in school.

↪ They were viewed as suspicious and “selling out” to the white establishment.

Question 14

Asian Families- the “Asian work ethic”

Ruth Lupton (2004): Adult authority mimicking the hierarchy in school

Answer 14

↪Respectful behaviour towards adults is expected from children.

Question 15

Basit (2013): Indian and Pakistani families promoting educational capital

Answer 15

(e.g., achieving high grades) to obtain social mobility.

Question 16

Bhatti (1999):

Parents are more supportive of children’s education

Answer 16

Parents are more supportive of children’s education and had prominent levels of interest.

Question 17

Modood (2006): W/c Asian families

Answer 17

Asian families promote staying on education.

Question 18

Black African students achieving better than black Caribbean students

Answer 18

Due to greater support from extended family and friends that promote educational achievement.

Question 19

Evaluation of the parental support:

Answer 19

Vincent et Al: intersectional nature of student’s experiences- class and gender also influence achievement.

Question 20

Old and overgeneralized

Answer 20

Some research is over generalised- 1970 and 1960’s research- old.

Question 21

Structural problems in society

Answer 21

Pakistani, Bangladeshi, and black students e.g., unemployment, average earnings, and representation in universities.

Question 22

Evaluation of cultural deprivation theories:

Answer 22

Not every ethnicity group fails- black girls have strong female role models.

↪ Explains why black girls are often more successful.

Question 23

Gillborn and Mirza (2000):

Answer 23

black children were the highest achievers upon entry to school but had the worst GCSE results.

↪Suggests that some problems could be in school.

Question 24

Pryce

Answer 24

Argues that institutional racism is the main reason for underachievement; schools are ethnocentric- need to consider internal factors.

Question 25

Focus on internal factors in school

Answer 25

Need anti-racist education and multicultural education.

Question 26

Worst performing groups (academically)

Answer 26

White, working class boys, which implies that social class and gender are just as important as ethnicity.