Ethnic Differences in Achievement (Internal and External)

?
  • Created by: evekav
  • Created on: 09-02-21 09:38
What did the Youth Cohort Study (2006) find?
Indian and Chinese most successful. Black students remain behind the national average. Performance of Bangladeshi pupils has improved rapidly. Girls do better than boys in all ethnic groups. White pupils are the least likely to stay at school till 18.
1 of 76
What did Connor (2004) find?
Whites had the lowest participation rate in higher education. Highest rates were for Black African followed by Indians, Black Other, Pakistani
2 of 76
What did Bereiter and Engelmann (1996) find about intellectual and linguistic skills?
Children from low income black families lack stimulation and intellectual stimulation and enriching experiences, they see their language as ungrammatical and disjointed.
3 of 76
What did Bowker (1968) find about intellectual and linguistic skills?
Identifies lack of Standard English as a reason for low achievement of low income black children.
4 of 76
What did the Swan Report (1985) find about intellectual and linguistic skills?
Estimated social class accounted for at least 50% of the difference in achievement between ethnic groups. Without accounting for class, we may overestimate the effect of cultural deprivation and underestimate the effect of poverty and material deprivation
5 of 76
What did Gillborn and Mirza (2000) find about intellectual and linguistic skills?
Indian pupils do well in school despite not having English as their home language.
6 of 76
What do Cultural Deprivation Theorists see as the major cause of failure in many black children?
See lack of motivation the biggest cause as some black children are socialised into a subculture that instills a 'live for today' attitude that doesn't value education.
7 of 76
What did Moynihan (1965) find about family structure and parental support?
As many black families are headed by women, they lack adequate care as mother is working and lack a positive adult role model of male achievement. Inadequately socialised children from unstable families fail at school then become inadequate parents.
8 of 76
What did Murray (1984) find about family structure and parental support?
High rates of lone parenthood and lack of positive role models lead to under-achievement.
9 of 76
What did Scruton (1986) find about family structure and parental support?
Low achievement levels of some ethnic minorities result from a failure to embrace mainstream British culture.
10 of 76
What did Flew (1984) find about family structure and parental support?
Underachievement comes from cultural differences outside the education system, not discrimination in it.
11 of 76
What did Pryce (1979) find about family structure and parental support?
Sees family structure as a contribution to underachievement as well as Black Caribbean culture is less cohesive and less resistant to racism so black pupils have low self-esteem and under achieve.
12 of 76
What did Driver and Ballard (1981) find about Asian families?
Asian family structure brings benefits. Asian parents have a more positive attitude to education, have higher aspirations and therefore provide more support.
13 of 76
What did Lupton (2004) find about Asian families?
Adult authority in Asian families is similar to the model in schools. She found that respectful behaviour towards adults was expected from children and parents were more likely to support school behaviour policies.
14 of 76
What did Kahn (1979) find about Asian families?
Describes Asian families as ‘stress ridden’, bound by tradition and with a controlling attitude towards children, especially girls.
15 of 76
What did the Sutton Trust (2004) find about white WC families?
80% of ethnic minority pupils aspired to go to university as against only 68% of white pupils.
16 of 76
What did Lupton (2004) find about white WC families?
Poorer levels of discipline and behaviour in white working class schools despite having lower levels of FSM than their Pakistani peers. Teachers blames this on lower levels of parental support and ethnic minority parents seeing education as a way up.
17 of 76
What did Evans (2006) find about white WC families?
Street culture in white WC areas can be brutal and so young people have to learn how to cope with intimidation and intimidate others. School becomes a place where the power games from the street are played out bringing disruption, making success hard.
18 of 76
What did McColloch (2014) find about white WC families?
(Study of 16,000 pupils) That ethnic minority pupils are more likely to aspire to go to university than white British pupils.
19 of 76
What does compensatory education aim to achieve?
It was adopted to try tackle cultural deprivation, Operation Head Start in the USA was made to compensate children for the cultural deficit they're said to suffer due to their deprived backgrounds.
20 of 76
What did Driver (1977) criticise about cultural deprivation?
Criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. Black Caribbean families are not dysfunctional and provide girls with positive role models of strong lone women which is why black girls tend to succeed.
21 of 76
What did Lawrence (1982) criticise about cultural deprivation?
Challenges Pryce’s view and says black underachievement is not down to low self esteem but due to racism.
22 of 76
What did Keddie (1973) criticise about cultural deprivation?
Sees cultural deprivation as a victim blaming explanation. She argues that ethnic minority children are culturally different, not culturally deprived. They underachieve as schools are ethnocentric.
23 of 76
What alternates do critics of the cultural deprivation theory propose?
1. Multicultural education- a policy that recognises and values minority cultures and includes them in the curriculum.
2. Anti-racist education- a policy that challenges the prejudice and discrimination that exists in schools and wider society.
24 of 76
What did Flaherty (2004) find?
Pakistanis + Bangladeshis are 3 times more likely than whites to be in poorest 5th of population. Unemployment is likely to be 3 times higher for them and Africans than whites. Ethnic minority workers are more likely to be involved in shift work.
25 of 76
What did Palmer (2012) find about material deprivation and class?
*Almost half of ethnic minority children live in low income households.
*Ethnic minority children are almost twice as likely to be unemployed compared to whites.
*Ethnic minority households are around three times as likely to be homeless.
26 of 76
Why may some ethnic minorities be at a greater risk of material deprivation?
*Many live in economically depressed areas with high unemployment and low wage rates.
*Cultural factors, such as purdah in Muslim households prevent women from working outside the home.
*Lack of language skills aren't recognised by UK employers.
27 of 76
What did Mason (1995) find about racism in wider society?
‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin’.
28 of 76
What did Rex (1986) find about racism in wider society?
Racial discrimination leads to social exclusion and this worsens the poverty faced by ethnic minorities. In housing, for instance, they are more likely to be forced into substandard accommodation than white people of the same class.
29 of 76
What did Noon (1993) find about racism in wider society?
Evidence of discrimination in employment. In identical letters sent out to the top 100 UK firms, one signed ‘Evans’ and one ‘Patel’, firms were more encouraging to the white candidate. This has been repeated with the same results by the BBC and government
30 of 76
What did Wood et al (2010) find about racism in wider society?
Sent 3 closely matched job applications to almost 1000 vacancies, they differed only by name of application of different ethnic minorities. For each job one application appeared to come from a white applicant and two from members of minority group.
31 of 76
What did Gillborn and Youdell (1990/2000) find about labelling and teacher racism?
Teachers were quicker to discipline black pupils than others for the same behaviour. Teachers have ‘radicalised expectations’ of black pupils. They misinterpreted behaviour as threatening and underestimated their ability.
32 of 76
What did Bourne (1994) find about labelling and teacher racism?
Schools tend to see black boys as a threat and label them negatively which leads to exclusion. only 1 in 5 excluded pupils achieve five GCSEs.
33 of 76
What did Osler (2001) find about black pupils and discipline?
Black pupils appear more likely to suffer from unrecorded unofficial exclusions and from 'internal exclusions' where they were sent out of lesson.
34 of 76
What did Foster (1990) find about labelling and teacher racism?
Teacher’s stereotypes of black pupils as badly behaved could result in them being placed in lower sets than students of similar abilities.
35 of 76
What did Wright (1992) find about Asian pupils?
Asian pupils can also be the victims of labelling. Teacher’s believed that British culture was superior. This led to them believing Asian pupils had a poor grasp of English and left them out of discussions or used simplistic language with them.
36 of 76
What did Archer (2008) find about pupil identities?
Teachers' dominant discourse (way of seeing something) defines ethnic minority pupils' identities as lacking the favoured identity of the ideal pupil.
37 of 76
What does Archer explain the 'Ideal Pupil Identity' to be?
A white, middle class, masculinized identity, with a normal sexuality. This pupil is seen as achieving in the right way, through natural ability and initiative.
38 of 76
What does Archer explain the 'Pathologised Pupil Identity' to be?
An Asian, ‘deserving poor’, feminised identity, either asexual or with an oppressed sexuality. This pupil is seen as a plodding conformist and culture-bound ‘over achiever’ a slugger who succeeds through hard work rather than natural ability.
39 of 76
What does Archer explain the 'Demonised Pupil Identity' to be?
A black or white, working class, hyper-sexualised identity. This pupil is seen as unintelligent, peer-led, culturally deprived underachiever.
40 of 76
What did Fuller (1984) find about rejecting negative labels?
Black girls rejected the label of being failures and channeled their anger into being successful in education. They rejected their label. They only conformed to succeeding academically and rejected the approval of teachers and relied on their own efforts
41 of 76
What did Mac an Ghaill (1992) find about rejecting negative labels?
Black and Asian students who believed teachers had labelled them negatively did not accept the label. How they reacted depended on their class and gender and therefore labels are not a self fulfilling prophecy.
42 of 76
What did Mirza (1992) find about failed strategies for avoiding racism?
Ambitious black girls who faced racism found their coping strategies resulted in under achievement. They tried to avoid racism so restricted themselves to certain teachers for advice and who to work for so were only partially successful.
43 of 76
What Mirza (1992) find about teacher racism?
*The colour blind- all pupils are equal but allow racism to go unchallenged.
*The liberal chauvinists- believe black pupils are culturally deprived and have low expectations of them.
*The overt racists- believe black pupils are inferior and actively discr
44 of 76
What did Sewell (1998) find about the variety of boys' responses to racism?
Identified four types of boys responses to racism in schools: the rebels, the conformists, the retreatists and the innovators. He also recognised other factors play a role in black male underachievement such as absent fathers and anti school attitudes.
45 of 76
What are 'the Rebels' according to Sewell?
The most visible and influential group- only a small minority of black pupils, often excluded from school, believed in their own superiority based on the idea black masculinity=sexual experience. Express their opposition through peer group membership, con
46 of 76
What are 'the conformists' according to Sewell?
The largest group-keen to succeed and accepted the schools' goals and had a diverse group of friends, were not part of a subculture and anxious to avoid being stereotyped by teachers or peers.
47 of 76
What are 'the retreatists' according to Sewell?
Tiny minority-isolated individuals who were disconnected from both school and black subculture, and were despised by the rebels.
48 of 76
What are 'the innovators' according to Sewell?
Second largest group= pro-education but anti-school, they valued success but didn't seek the approval of teachers and only conformed as far a schoolwork. They maintained credibility with the rebels while distancing themselves from the conformists.
49 of 76
What did Arnott (2004) find about the variety of boys' responses to racism?
Ant school black masculinity’s ideal is ‘the ultra tough ghetto superstar, an image constantly reinforced through rap lyrics and MTV videos’.
50 of 76
What is individual and institutional racism?
*individual racism that results from the prejudiced views if individual teachers and others.
*institutional racism-discrimination that is built into the way institutions such as schools and colleges operate.
51 of 76
What is the Critical Race Theory?
Sees racism as an ingrained feature of society meaning it involves not just the intentional actions of the individuals but institutional racism.
52 of 76
What did Roithmayr (2003) find about 'locked-in inequality?
Institutional racism is a 'locked-in-inequality' and the scale of historical discrimination is so large that there no longer needs to be any conscious intent to discriminate.
53 of 76
What did Gillborn (2008) find about 'locked-in inequality?
Sees ethnic inequality as 'so deep rooted and so large that it is a practically inevitable feature of the education system'
54 of 76
What did Hatcher (1996) find about institutional racism?
School governing bodies gave low priority to race issues and failed to deal with pupils’ racist behaviour. There were no formal channels of communication between school governors and ethnic minority parents.
55 of 76
What did Troyna and Williams (1986) find about the ethnocentric curriculum?
The curriculum in British schools is ethnocentric because it gives priority to white culture and language.
56 of 76
What did David (1993) find about the ethnocentric curriculum?
The National Curriculum is a ‘specifically British’ curriculum that teaches the culture of the ‘host community’ while largely ignoring non European languages, literature and music.
57 of 76
What did Ball (1994) find about the ethnocentric curriculum?
The National Curriculum ignores cultural and ethnic diversity and promotes an attitude of ‘little Englandism’. For example, the history curriculum tries to recreate a ‘mythical age of empire and past glories’ whilst ignoring the history of black and Asian
58 of 76
What did Coard (1971;2005) find about the ethnocentric curriculum?
The ethnocentric curriculum may produce underachievement by doing things such as presenting the British as being civilised who go out to colonise ‘primitive’ civilisations. This image undermines black children’s self esteem and leads to their failure.
59 of 76
What did Stone (1981) find about the ethnocentric curriculum?
Black children do not suffer from low self esteem. Indian and Chinese children’s achievement is above the national average.
60 of 76
What did Gillborn (1997) find about selection and segregation?
Marketisation of education gives schools greater scope to select pupils and this puts minority pupils at a disadvantage.
61 of 76
What did Moore and Davenport (1990) find about selection and segregation?
Selection procedures lead to ethnic segregation with minority pupils failing to get into better schools. The application process was difficult for parents who did not have Standard English.
62 of 76
What did the Commission for Racial Equality [CRE] (1993) find about selection and segregation?
British education has similar biases to the American system in it’s admission procedures. Reports from primary schools stereotype minority students, racist bias in interviews, lack of application forms and information in other languages were common.
63 of 76
What did the CRE report find out about selection and segregation?
*reports from primary schools that stereotype minority pupils
*racist bias in interviews for school places
*lack of information and application forms in minority languages
*ethnic minority parents often unaware of waiting system works and importance of d
64 of 76
What did Gillborn (2008) find about 'assessment?
Argues the 'assessment game' is rigged so the dominant culture's superiority is validated. For example primary schools used baseline assessments, black pupils seen as excelling, system changed to foundation stage profile, making black pupils be seen as fa
65 of 76
What is the 'gifted and talented' programme?
Created with the aim of meeting the needs of more able pupils in inner-city schools, it might seem to benefit bright pupils from minorities but Gillborn found whites are twice as likely than Black Caribbeans and five times more likely than Black Africans
66 of 76
What are Exam Tiers and how do they effect minority group pupils?
Tickly et al (2006) found in 30 schools in the 'Aiming High' initiative to raise Black Caribbean pupils' achievement, blacks were more likely than whites to be entered into low tiers so their grade is limited to a C.
67 of 76
What did Strand's analysis (2012) find about 'access to opportunities'?
Shows a white-black achievement gap in maths and science tests at age 14, he found this to be the result of black pupils being systematically under-represented in entry to higher tier tests. He suggests ethnic differences in entry to test tiers reflect t
68 of 76
What does Gillborn argue about the 'new IQism'?
Teachers and policymakers make false assumptions about the nature of pupils' 'ability' or 'potential'. They see potential as a fixed quality that can easily be measured to then be put in the right set or stream.
69 of 76
What does Gillborn (2001) note about secondary schools?
They are increasingly using old-style intelligence tests (IQ) to allocate pupils to different streams on entry. Gillborn states tests aren't a genuine measure of potential.
70 of 76
Criticisms of Gillborn?
*Black boys' underachievement and other ethnic minority groups.
*The 'overachievement' of Indian and Chinese pupils.
71 of 76
What did Sewell argue about black boys' underachievement?
Internal factors (assessment + setting) are not powerful enough to prevent individuals from succeeding and external factors such as boys' anti-school attitudes, peer groups and the nurturing role of the father are more influential.
72 of 76
What did Gillborn (2008) argue about 'model minorities'?
The image of Indians and Chinese as hard working 'model minorities' performs an ideological function-concealing the fact the education system is institutionally racist. System appears: fair and pupils take advantage of opportunities offered to them.
73 of 76
What does Evans (2006) argue about the link between ethnicity, class and gender?
We need to understand the relationship between ethnicity, class and gender for every child rather than focusing on say class for white children and culture for black children.
74 of 76
What does Connolley (1998) argue about the link between ethnicity, class and gender?
Pupils and teachers construct masculinity differently depending on a child’s ethnicity. Black boys were stereotyped as disruptive under achievers whereas teachers saw Asian pupils as passive and conformist.
75 of 76
What does Strand (2008) argue about the link between ethnicity, class and gender?
White WC boys and girls and Black Caribbean boys were the lowest performing groups in education. Recent immigrant groups often see education as a way out of poverty compared to a white WC family with 3 generations of unemployment don’t necessarily believe
76 of 76

Other cards in this set

Card 2

Front

What did Connor (2004) find?

Back

Whites had the lowest participation rate in higher education. Highest rates were for Black African followed by Indians, Black Other, Pakistani

Card 3

Front

What did Bereiter and Engelmann (1996) find about intellectual and linguistic skills?

Back

Preview of the front of card 3

Card 4

Front

What did Bowker (1968) find about intellectual and linguistic skills?

Back

Preview of the front of card 4

Card 5

Front

What did the Swan Report (1985) find about intellectual and linguistic skills?

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Sociology resources:

See all Sociology resources »See all Education resources »