Ethnic differences in achievement: a summary
- Created by: Azia Singh
- Created on: 21-04-16 17:13
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- Internal factors
- Ethnic differences in achievement
- External factors
- Cultural deprivation
- Bereiter and Engelmann: the language spoken by low-income black Americans is inadequate for educational success. It is disjointed, ungrammatical and uncapable of expressing abstract ideas
- Daniel Moynihan (1965): many black families are headed by a lone mother so their children are deprived of adequate care because she struggles financially. It also means a lack of a male role model. Cultural deprivation is therefore a cycle
- Charles Murray (1984): a high rate of lone parenthood and a lack of positive male role models lead to the underachievement of some minorities
- Tony Sewell (2009): it is not the lack of a male role model that leads to black boys underachieving but a lack of fatherly nurturing
- Chris Arnot (2004): street gangs present fatherless boys with a media-inspired role model of anti-school black masculinity
- Tony Sewell (2009): it is not the lack of a male role model that leads to black boys underachieving but a lack of fatherly nurturing
- Charles Murray (1984): a high rate of lone parenthood and a lack of positive male role models lead to the underachievement of some minorities
- Ken Pryce (1979): Asians are higher achievers than black Caribbean pupils because their culture is more resistant to racism and gives them a greater sense of self-worth. The difference exists because of the different effects of colonialism on the two groups
- Ruth Lupton (2004): adult authority in Asian families is similar to the model that operates in schools
- Andrew McCulloch's (2014) survey of 16 000 pupils found that ethnic minority pupils were more likely to aspire to go to university than white British pupils
- Geoffery Driver (1977): CD theory ignores the positive effects of ethnicity on achievement
- Errol Lawrence (1982): black pupils underachieve not because of low self-esteem, but racism
- Keddie: CD theory is a victim-blaming explanation
- Two main alternatives: multicultural education and anti-racist education
- Keddie: CD theory is a victim-blaming explanation
- Errol Lawrence (1982): black pupils underachieve not because of low self-esteem, but racism
- Material deprivation and class
- Guy Palmer (2012): ethnic minorities are more likely to suffer from material deprivation
- Almost half of children of colour live in low-income households, as against a quarter of white children
- People of colour are almost 2x as likely to be unemployed compared to whites
- Households of colour are around 3x as likely to be homeless
- Almost half of Bangladeshi and Pakistani workers earn under £7 per hour, compared with only a quarter of white British workers
- Why are EMs at greater risk of material deprivation?
- Many live in economically depressed areas w/ high unemployment and low wage rates
- Cultural factors such as the tradition of purdah in Muslim households, prevent women from working outside the home
- Racial discrimination in the labour market and housing market
- A lack of language skills, and foreign qualifications not being recognised by UK employers
- Asylum seekers may not be allowed to take paid work
- Guy Palmer (2012): ethnic minorities are more likely to suffer from material deprivation
- Racism in wider society
- David Mason (2001): 'discrimination is a continuing and persistent feature of the experience of Britain's citizens of minority ethnic origin'
- Cultural deprivation
- External factors
- Evidence for internal factors being more of an influence
- Steve Strand (2010): analysed the entire national cohort of over 530 000 7-11 y/o and found black Caribbean boys not entitled to FSMs made significantly less progress than whites
- Gillborn and Mirza (2000): on entry to primary school black children were 20 points above the local average, but by the time it came to GCSEs they were 21 points below
- Labelling and teacher racism
- Jenny Bourne (1994) found: schools tend to see black boys as a threat and to label them negatively, leading to exclusion. Only 1/5 excluded pupils achieves 5 GCSEs
- Osler (2001): blacks appear more likely to suffer from unrecorded unofficial exclusions and internal exclusions. Also more likely to be placed in PRUs
- Peter Foster (1990) found: teachers' stereotypes of blacks as badly behaved could result in them being placed in lower sets
- Cecile Wright (1992) found: teachers hold ethnocentric views which affect how they relate to Asian pupils
- Pupil responses and subcultures
- Rejecting negative labels
- Mary Fuller's (1984) study of a group of black girls in year 11 of a London comp. school
- Martin Mac an Ghaill's (1992) study of black and Asian A-level students at a 6th form college
- Failed strategies for avoiding racism
- Heidi Safia Mirza (1992) identifies 3 types of teacher racism: the colour-blind, the liberal chauvinists, and the overt racists
- (Unsucsessful) strategies employed by the girls to avoid this were: being selective about which staff to ask for help and getting on w/ their own work and not taking part in class discussions
- Heidi Safia Mirza (1992) identifies 3 types of teacher racism: the colour-blind, the liberal chauvinists, and the overt racists
- The variety of boys' responses
- Sewell identifies 4 responses: the rebels (most visible and influential), the conformists (largest), the retreatists (tiny minority), and the innovators (second largest)
- Rejecting negative labels
- Ethnic differences in achievement
- In 2011, 86% of Chinese girls who received FSMs achieved 5 or more higher grade GCSEs, compared with only 65% of white girls who were NOT receiving FSMs
- Does class override ethnicity?
- Tariq Modood (2004) found: children from low-income families generally do less well, but the effects of low income were much less for people of colour than for white pupils
- Material deprivation and class
- Guy Palmer (2012): ethnic minorities are more likely to suffer from material deprivation
- Almost half of children of colour live in low-income households, as against a quarter of white children
- People of colour are almost 2x as likely to be unemployed compared to whites
- Households of colour are around 3x as likely to be homeless
- Almost half of Bangladeshi and Pakistani workers earn under £7 per hour, compared with only a quarter of white British workers
- Why are EMs at greater risk of material deprivation?
- Many live in economically depressed areas w/ high unemployment and low wage rates
- Cultural factors such as the tradition of purdah in Muslim households, prevent women from working outside the home
- Racial discrimination in the labour market and housing market
- A lack of language skills, and foreign qualifications not being recognised by UK employers
- Asylum seekers may not be allowed to take paid work
- Guy Palmer (2012): ethnic minorities are more likely to suffer from material deprivation
- Does class override ethnicity?
- John Rex (1996): racial discrimination leads to social exclusion and this worsens poverty faced by EMs.
- Wood et al (2010) sent 3 closely matched job applications to each of almost 1 000 vacancies. Only 1 in 16 'EM' applications were offered an interview, as against 1 in 9 'white' applications
- Racism in wider society
- David Mason (2001): 'discrimination is a continuing and persistent feature of the experience of Britain's citizens of minority ethnic origin'
- Gillborn and Youdell (2000) found: teachers were quicker to discipline black pupils
- Labelling and teacher racism
- Jenny Bourne (1994) found: schools tend to see black boys as a threat and to label them negatively, leading to exclusion. Only 1/5 excluded pupils achieves 5 GCSEs
- Osler (2001): blacks appear more likely to suffer from unrecorded unofficial exclusions and internal exclusions. Also more likely to be placed in PRUs
- Peter Foster (1990) found: teachers' stereotypes of blacks as badly behaved could result in them being placed in lower sets
- Cecile Wright (1992) found: teachers hold ethnocentric views which affect how they relate to Asian pupils
- Argue that this is the result of teachers' 'racialised expectations'
- Labelling and teacher racism
- Louise Archer (2008): teachers' dominant discourse defines EM pupils' identities as lacking the favoured identity of the pupil
- This constructs 3 different pupil identities: the ideal pupil identity, the pathologised pupil identity, and the demonised pupil identity
- In a further (2010) study, Archer found teachers to stereotype Asian girls as quiet, passive or docile
- Farzana Shain (2003): when Asian girls challenge this stereotype by misbehaving, they are often dealt with more severely
- In a further (2010) study, Archer found teachers to stereotype Asian girls as quiet, passive or docile
- Pupil identities
- Internal factors
- Ethnic differences in achievement
- External factors
- Cultural deprivation
- Bereiter and Engelmann: the language spoken by low-income black Americans is inadequate for educational success. It is disjointed, ungrammatical and uncapable of expressing abstract ideas
- Daniel Moynihan (1965): many black families are headed by a lone mother so their children are deprived of adequate care because she struggles financially. It also means a lack of a male role model. Cultural deprivation is therefore a cycle
- Charles Murray (1984): a high rate of lone parenthood and a lack of positive male role models lead to the underachievement of some minorities
- Tony Sewell (2009): it is not the lack of a male role model that leads to black boys underachieving but a lack of fatherly nurturing
- Chris Arnot (2004): street gangs present fatherless boys with a media-inspired role model of anti-school black masculinity
- Tony Sewell (2009): it is not the lack of a male role model that leads to black boys underachieving but a lack of fatherly nurturing
- Charles Murray (1984): a high rate of lone parenthood and a lack of positive male role models lead to the underachievement of some minorities
- Ken Pryce (1979): Asians are higher achievers than black Caribbean pupils because their culture is more resistant to racism and gives them a greater sense of self-worth. The difference exists because of the different effects of colonialism on the two groups
- Ruth Lupton (2004): adult authority in Asian families is similar to the model that operates in schools
- Andrew McCulloch's (2014) survey of 16 000 pupils found that ethnic minority pupils were more likely to aspire to go to university than white British pupils
- Geoffery Driver (1977): CD theory ignores the positive effects of ethnicity on achievement
- Errol Lawrence (1982): black pupils underachieve not because of low self-esteem, but racism
- Keddie: CD theory is a victim-blaming explanation
- Two main alternatives: multicultural education and anti-racist education
- Keddie: CD theory is a victim-blaming explanation
- Errol Lawrence (1982): black pupils underachieve not because of low self-esteem, but racism
- Cultural deprivation
- External factors
- Evidence for internal factors being more of an influence
- Steve Strand (2010): analysed the entire national cohort of over 530 000 7-11 y/o and found black Caribbean boys not entitled to FSMs made significantly less progress than whites
- Gillborn and Mirza (2000): on entry to primary school black children were 20 points above the local average, but by the time it came to GCSEs they were 21 points below
- Pupil responses and subcultures
- Rejecting negative labels
- Mary Fuller's (1984) study of a group of black girls in year 11 of a London comp. school
- Martin Mac an Ghaill's (1992) study of black and Asian A-level students at a 6th form college
- Failed strategies for avoiding racism
- Heidi Safia Mirza (1992) identifies 3 types of teacher racism: the colour-blind, the liberal chauvinists, and the overt racists
- (Unsucsessful) strategies employed by the girls to avoid this were: being selective about which staff to ask for help and getting on w/ their own work and not taking part in class discussions
- Heidi Safia Mirza (1992) identifies 3 types of teacher racism: the colour-blind, the liberal chauvinists, and the overt racists
- The variety of boys' responses
- Sewell identifies 4 responses: the rebels (most visible and influential), the conformists (largest), the retreatists (tiny minority), and the innovators (second largest)
- Rejecting negative labels
- Ethnic differences in achievement
- Archer and Francis (2007): teachers' view of Chinese pupils is a 'negative positive stereotype'
- Archer: even the successes of EM (and female) pupils will only be seen as 'over achievement' - since 'proper' achievement is seen to be the natural preserve of the privileged, white M/C ideal pupil
- Internal factors
- This constructs 3 different pupil identities: the ideal pupil identity, the pathologised pupil identity, and the demonised pupil identity
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