ethnicity and achievement

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  • ETHNICITY AND DIFFERENTIAL EDUCATIONAL ACHIEVEMENT
    • HIGHER LEVELS OF ACHIEVEMENT
      • figures are form Modood et al
      • survey found that Chinese, African Asians and indian were more qualified than whites
      • ethnic minorities were more likely than white pupils to continue into further education
      • people from ethnic minorities who were born in the UK has higher qualiforcations than people who moved to the UK from abroad
    • LOWER LEVELS OF ACHIEVEMENT
      • figures are from Modood et al
      • Bangladeshi and Pakistani women were least well qualified
      • Afro caribbean, Pakistani and Banglasheshi men were least qualified
      • Pakistani and Afro caribbean groups were ess likely to get into uni
      • Afro caribbean boys are more likley to be excluded or put in lower streams or vocational courses
    • PROCESSES INSIDE SCHOOL
      • GILLBORN labelling theory says that teachers have different expectations of ethnic minortiy groups. teachers negativly label black students (seen as a challange) = the myth of the black challange
      • issue about weather school curriculum is ethnocentric = fits in with the white middle class culture better than other ethnicities. = too europe centered EG: languages in curriculum are european
      • some argue british education is instiutionally racist - policies and attitudes unintensionally discriminate against ethnic minortie groups
        • WRIGHT found that Asian girls got less attnetion from teachers and felt that their traditions were disapproved of
    • FACTORS OUTSIDE OF SCHOOL
      • LANGUAGE there is a language barrier when they first arrived in the UK
      • THE SWANN REPORT found that language didnt effect progress for later generations
      • dialects or having an accent might influence teacher expectations and lead to negative labelling
      • DRIVER AND BALLARD found Asian children whos first language was not english were as good at english as their class mates by 16
  • LOW SELF ESTEEM
    • MIRZA found that black girls had positive self esteem and high aspirations. these girls experiances descrimination but had stragaties to minimise the effects of rasicsm. = wasnt low self esteem that affected their achievement it was their unwillingness to ask for help
    • MAC AND GHAILL studied afro caribbean and Asian A level students - they experianced racism but succeeded in dealing with these problems by using survival stratagies (avoiding certain teachers)
    • COARD said black students are made to feel inferior in British schools
  • ETHNICITY AND SOCIAL CLASS COMBINE
    • THE SWAN REPORT found that socio economic factors affected the achievement of afro caribbean pupils
    • Pakistani, Bangladeshi and Afro Caribbean groups are more likley to be in lower class positions (factory workers) which may resuly in poor housing, unemployment and poverty.
    • Chinese, African Asian and indian groups are more likley to be in higher class positions and less likely to experiance material deprivation. (unlike lower class positions)

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