Sociology - Ethnic Differences in Education - studies
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- Created on: 14-05-17 22:39
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- Ethnic Differences In Achievement - Studies
- Hastings (2006) - White pupils make less progress between 11 and 16 than Black or Asian pupils.
- Bereiter and Engelmann - language spoken by low-income black families is inadequate for educational success, it's ungrammatical, disjointed, incapable of expressing abstract ideas.
- Gillborn and Mirza (2000) - Indian pupils do very well despite not having English as their home language.
- Black children were the highest achievers on entry to primary school but by GCSE were the worse performing ethnic group.
- Moynihan (2008) - many black families are headed by lone mothers so they have inadequate care and struggle financially due to a lack of a male breadwinner. There's also a lack of male model of male achievement.
- Murray (1984) - high rate of lone parenthood and a lack of positive male role models leads to underachievement in some minorities.
- Scruton (1986) - low achievement level of some minorities is due to the failure of embracing mainstream British culture.
- Pryce (1979) - underachievement is down to family structure.
- Asian families are more resistant to racism and have a higher sense of self-worth which leads to them achieving highly.
- Black Caribbean culture is less cohesive and less resistant to racism so they have low self-esteem and underachieve. This could be due to slavery being culturally devastating.
- Sewell (2009) - lack of fatherly nurturing or have tough love leads black children to seek 'perverse loyalty and love' by street gangs.
- Gillborn (2008) - it isn't peer pressure but institutional racism within the educational system which causes black pupils to join street gangs.
- Indian and Chinese pupils benefit from 'Asian work ethic' and place a high value on education.
- Ethnic Inequality us 'so deep rooted and so large that it is a practically inevitable feature of the education system'.
- Marketisation gives schools more scope to select pupils and allow negative stereotypes to influence decisions.
- 'Assessment game' is rigged, it validates dominant cultures superiority. If black children succeed as a group the rules are changed to re-engineer failure so that black failure is the norm.
- FSP is based on teachers judgement at the end of the reception year.
- Baseline assessment were written and taken at the beginning of the year.
- There is an increased risk of teacher stereotyping.
- McCulloch (2014) - ethnic minority pupils are more likely to aspire to go to university.
- Lupton (2004) - In Asian families respectful behaviour towards adults was expected from children, which had a knock on effect in school.
- Evans (2006) - street culture in white working-class areas can be brutal so young people learn to withstand intimidation and intimidate others. This bring disruption to school which makes it hard for a pupil to succeed.
- Driver (1977) - critical of cultural deprivation theory. Lone parent black families provides girls with a positive role model of strong independent women.
- Lawrence (1982) - Black pupils underachieve because of racism not low self-esteem.
- Keddie - says cultural deprivation theory is a victim blaming explanation. Pupils are culturally different not culturally deprived.
- Palmer (2012) - Ethnic minorities are more likely to face material deprivation.
- Half of ethnic minority children live in low-income households.
- Ethnic minorities are twice as likely to be unemployed.
- Ethnic minorities are three times as likely to be homeless.
- Almost half of Bangladeshi and Pakistani workers earn less than £7 per hour.
- Mason (2000) - 'discrimination is a continuing and persistent feature of the experience of British citizens of minority ethnic origin'.
- Rex (1986) - Racial discrimination leads to social exclusion which worsens the poverty faced by ethnic minorities.
- Wood et al (2010) - One in sixteen ethnic minority applicants were offered an interview, compared to one in nine white applicants.
- Strand (2010) - Black pupils made less progress than white peers.
- Gillborn and Youdell - teachers had racialised expectations and conflict was created from the racial stereotypes.
- Bourne (1994) - schools see black boys as a threat so label them negatively.
- Osler (2001) - black pupils are more likely to suffer from unrecorded unofficial exclusions and from 'internal exclusions' (sent out of class). Also more likely to be placed in pupil referral units, so were excluded from access to mainstream culture.
- Foster (1990) - teachers stereotypes meant Black pupils were placed in lower sets than other pupils of the same ability. This creates a self-fulfilling prophecy of underachievement.
- Wright (192) - teachers held ethnocentric views. They assume Asian pupils have a poor grasp of English so left them out of class discussions.
- Asian pupils felt isolated when teachers expressed disapproval of their culture of mispronounced their names.
- Asian pupils (Especially girls) were marginalised - pushed to the edges, prevented from participating fully.
- Archer (2008) - Dominant discourse constructs 3 types of pupil identities
- Ideal pupil identity: white, middle-class, masculinised, normal sexuality. Achieves through natural ability and initiative.
- Pathologised pupil identity: Asian, 'deserving poor', feminised, asexual/oppressed sexuality. Culture bound 'over-achiever', succeeds through hard work not natural ability.
- Demonised pupil identity: black or white, working-class, hyper-sexualised. Unintelligent, peer-led, culturally-deprived, under-achiever.
- Teachers stereotyped Asian girls as quiet, passive or docile.
- Shain (2003) - when Asian girls challenged stereotype by misbehaving they were dealt with more severely.
- Archer and Francis (2007) - teachers view of Asian pupils was a 'negative positive stereotype'. They achieved status in the 'wrong' way - by hard work. They are unable to have an ideal pupil identity.
- Mac an Ghaill (1992) -students who believed teachers had labelled them negatively did not conform.
- All-girls school pupils had more academic commitment to overcome negative labels at college.
- Label doesn't inevitably produce a self-fulfilling prophecy.
- Roithmayr (2003) - institutional racism is a 'locked-in inequality'.
- Mac an Ghaill (1992) -students who believed teachers had labelled them negatively did not conform.
- Fuller (1984) - black, working-class girls didn't accept stereotype. Proved pupils can still succeed even when they refuse to conform. Negative labelling doesn't always lead to failure.
- Mirza (1992) - racist teachers discouraged black pupils from being ambitious. There are three types of teacher racism.
- Colour blind: believe black pupils are equal but allow racism to go unchallenged.
- Liberal chauvinist: believe black pupils are culturally deprived and have low expectations of them.
- Overt racists: believe blacks are inferior and actively discriminate against them.
- Troyna and Williams (1986) - Individual racism: prejudice views of individual teachers and others. Institutional racism: discrimination built into the way education institutions operate.
- Carmichael and Hamilton (1967) - institutional racism is less overt, more subtle, less identifiable.
- Moore and Davenport (1990) - minority pupils fail to get into better secondary schools due to discrimination. Primary reports are used to screen out pupils with language difficulties. Selection leads to an ethnically stratified education system.
- The Commission For Racial Equality (1993) - Ethnic minority pupils are more likely to end up in unpopular schools due to stereotypes, racial bias, lack of information / application in minority language, parents unaware of waiting list system and importance of deadlines.
- David (1993) - National Curriculum is specifically British, it largely ignores non-European languages, literature, music.
- Ball (1994) - National Curriculum ignores ethnic diversity, promotes 'little Englandism', ignores history of Black and Asian pupils.
- Coard (1971;2005) - image of black people as inferior undermines black pupils self-esteem which leads to failure.
- Stone (1981) - Black children do not suffer from low self-esteem.
- Sanders and Horn (1995) - GCSE -tasks assessed by teachers had larger gap between the scores of different ethnic groups.
- Gillborn found white pupils were twice as likely to be identified for the 'Gifted and Talented' programme as black Caribbean pupils and five times as likely than black African pupils.
- Tikly et al (2006) - black pupils are more likely to be entered for lower tier GCSE exams.
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