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- Black boys saw no point in qualifications because they feel
that racism in wider society would stop them getting a good job regardless.
- Lack of legitimate opportunities to get a good education.
- Black boys are statistically more likely to be in poverty and live in cultural deprived areas with a high proportion of single mother households.
- Gang culture has led to anti-school pressure from peers.
- Teachers have low expectations of education success due to their awareness that external factors will affect their learning. Results in lack of self-belief – an 'Oxford’s not for me' attitude.
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- Argued
against Gilborn’s who believed that
under achievement was due to teacher racism, believed it to be other factors.
- Sewell doesn’t accept that a disadvantaged background is an excuse for failure.
- Ignores white working class underachievement and girls achievement.
- Lack of representativeness as a tiny sample used compared to the bigger picture.
- Lack of control of variables means that it cannot be proved that it was solely the program that made the difference; whether the new found contact or the program acting as an incentive to try harder are examples.
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