(external Factors) Ethnicity & Educational Achievement Flashcards
(12 cards)
Define ethnic group ( Lawson & Garrod, 2000)
People who share common history, customs & identity, as well as, in most cases, language & religion, & who see themselves as a distinct unit
Cultural deprivation
- Lack of stimulating & enriching experiences in BAME families
- Use restricted code at home by BAME families
How does a dysfunctional family affect education
Many black families are lone parent/single mothers families which struggle financially
What does neoliberal/ new right show about male role models
Cycle of dysfunction
What did Sewell (2010) find
“59% of black Caribbean children live in lone-parent households, compared with 22% of white children”
Black experience of slavery
Culturally devastating, loss of language, religion & family structures
Asian families
- More positive attitude to education
- Higher aspirations & supportive parents
- Different experience of colonialism: perhaps not as ‘devastating’
- Respectful attitude to parents expected of children, helps in the school environment
- However- stress & anxiety caused by high expectations; controlling attitude towards girls
White W/C
- BAME children often aspire to attend university more so than White W/C children
- BAME children often see education as a ‘way up’ in society & out of poverty
Why might white W/C street culture ‘spill over’ into schools
Is often quite brutal
What did the research by CSJ show
Only 26% of poor white boys obtained 5 A*- C grades at GCSE including maths & English- compared to 40% of black boys & 63% of the country as a whole
Criticism of cultural deprivation
- Fails to recognise positive effects of ethnicity on achievement
- In black single mother families, the mother is often a strong, independent role model for their daughters (Black girls out perform Black boys) - Underestimation of teacher racism, which may prevent black student’s achievement rather than low self- esteem & ‘weak culture’
Poverty itself may be a by-product of
Racism
