Ethnic differences in achievement: internal factors: institutional racism: a summary
- Created by: Azia Singh
- Created on: 24-04-16 15:06
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- Institutional racism
- Critical race theory: racism is an ingrained feature of society
- Daria Roithmayr (2003): institutional racism is a 'locked-in inequality'
- Gillborn (2008): ethnic inequality is 'so deep rooted and so large that it is a practically inevitable feature of the education system'
- Marketisation and segregation
- Gillborn (1997): marketisation allows negative stereotypes to influence decisions about school admissions
- Moore and Davenport (1990): selection procedures lead to ethnic segregation
- The Commission for Racial Equality (1993) identifies 4 reasons
- Lack of info. and application forms in minority languages
- Racist bias in interviews for school places
- Reports from primary schools that stereotype minority pupils
- EM parents are often unaware how the waiting list system works and the importance of deadlines
- The Commission for Racial Equality (1993) identifies 4 reasons
- Moore and Davenport (1990): selection procedures lead to ethnic segregation
- Gillborn (1997): marketisation allows negative stereotypes to influence decisions about school admissions
- The ethnocentric curriculum
- Troyna and Williams: meagre provision for teaching Asian languages as compared w/ European languages
- Miriam David (1993): the National Curriculm is 'specifically British' and largely ignores non-European languages, literature and music
- Ball (1994): the NC ignores ethnic diversity and promotes an attitude of 'little Englandism'
- Bernard Coard (1971; 2005): in history the British may be presented as bringing civilisation to the 'primitive' peoples they colonised. This image of black people as inferior undermines black children's self-esteem
- Troyna and Williams: meagre provision for teaching Asian languages as compared w/ European languages
- Access to opportunities
- Gillborn (2008): official statistics show whites are over 2x as likely as black Caribbeans to be identified as G&T, and 5x more than black Africans
- Tikly et al (2006): in 30 schools in the AH initiative, blacks were more likely to be entered for lower tier GCSE exams
- Steve Strand's (2012) analysis of large scale data from the Longitudinal Study of Young People in England shows: a white-black achievement gap in maths and science tests at 14 y/o. Found this to be the result of blacks being systematically underrepresented in entry to higher tier tests
- Criticisms of Gillborn
- Sewell: racism is not powerful enough to prevent individuals from succeeding, it is external factors instead
- 'Over achievement' exists by other, 'model minorities' - such as Chinese and Indian pupils
- Gillborn (2008): the image of 'model minorities' makes the system appear fair and meritocratic, justifies the failure of other minorities, and ignores the fact that 'model minorities' still suffer racism in schools
- The new IQism
- Critical race theory: racism is an ingrained feature of society
- Assessment
- Gillborn (2008): 'the assessment game' is rigged so as to validate the dominant culture's superiority
- In 2003, baseline assessments were replaced by the foundation stage profile. Blacks now appeared to be doing worse than whites
- The FSP is completed at the end of the reception year
- The FSP is based entirely on teachers' judgments
- In 2003, baseline assessments were replaced by the foundation stage profile. Blacks now appeared to be doing worse than whites
- Institutional racism
- Critical race theory: racism is an ingrained feature of society
- Daria Roithmayr (2003): institutional racism is a 'locked-in inequality'
- Gillborn (2008): ethnic inequality is 'so deep rooted and so large that it is a practically inevitable feature of the education system'
- Marketisation and segregation
- Gillborn (1997): marketisation allows negative stereotypes to influence decisions about school admissions
- Moore and Davenport (1990): selection procedures lead to ethnic segregation
- The Commission for Racial Equality (1993) identifies 4 reasons
- Lack of info. and application forms in minority languages
- Racist bias in interviews for school places
- Reports from primary schools that stereotype minority pupils
- EM parents are often unaware how the waiting list system works and the importance of deadlines
- The Commission for Racial Equality (1993) identifies 4 reasons
- Moore and Davenport (1990): selection procedures lead to ethnic segregation
- Gillborn (1997): marketisation allows negative stereotypes to influence decisions about school admissions
- The ethnocentric curriculum
- Troyna and Williams: meagre provision for teaching Asian languages as compared w/ European languages
- Miriam David (1993): the National Curriculm is 'specifically British' and largely ignores non-European languages, literature and music
- Ball (1994): the NC ignores ethnic diversity and promotes an attitude of 'little Englandism'
- Bernard Coard (1971; 2005): in history the British may be presented as bringing civilisation to the 'primitive' peoples they colonised. This image of black people as inferior undermines black children's self-esteem
- Troyna and Williams: meagre provision for teaching Asian languages as compared w/ European languages
- Access to opportunities
- Gillborn (2008): official statistics show whites are over 2x as likely as black Caribbeans to be identified as G&T, and 5x more than black Africans
- Tikly et al (2006): in 30 schools in the AH initiative, blacks were more likely to be entered for lower tier GCSE exams
- Steve Strand's (2012) analysis of large scale data from the Longitudinal Study of Young People in England shows: a white-black achievement gap in maths and science tests at 14 y/o. Found this to be the result of blacks being systematically underrepresented in entry to higher tier tests
- Criticisms of Gillborn
- Sewell: racism is not powerful enough to prevent individuals from succeeding, it is external factors instead
- 'Over achievement' exists by other, 'model minorities' - such as Chinese and Indian pupils
- Gillborn (2008): the image of 'model minorities' makes the system appear fair and meritocratic, justifies the failure of other minorities, and ignores the fact that 'model minorities' still suffer racism in schools
- The new IQism
- Critical race theory: racism is an ingrained feature of society
- Gillborn (2008): 'the assessment game' is rigged so as to validate the dominant culture's superiority
- Gillborn: teachers and policymakers see pupils 'ability' or 'potential' as a fixed quality easily measured - and once it has been measured, the pupil can be put into the 'right' set or stream
- Gillborn and Youdell (2001): secondary schools are increasingly using old-style intelligence tests to allocate pupils to different streams upon entry
- All a test can do is tell someone what a person has learned already or can do now, not what they may be able to do in the future - like a driving test
- Gillborn and Youdell (2001): secondary schools are increasingly using old-style intelligence tests to allocate pupils to different streams upon entry
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