Ethnic Differences in Achievement - completed
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- Created by: Ellie Rae
- Created on: 06-04-17 23:40
Cultural Deprivation
Underachievement is a result of inadequate socialisation in the home. 3 main aspects- Intellectual and linguistic skills, Attitudes and values, Family structure and parent support.
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Linguistic Deprivation
Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success.
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Attitudes and Values
Argue some black children are socialised into a subculture that instils a 'live for today' attitude that does not value education and leaves them unequipped for success.
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Family Structure
Charles Murray argues that a high rate of lone parenthood leads to under-achievement of some minorities. Roger Scruton sees the low achievement levels of some ethnic minorities as resulting from a failure to embrace mainstream British culture.
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Asian Families
Driver and Ballard also argue that Asian family structures bring educational benefits. Ruth Lupton argues that adult authority in Asian families is similar to that of schools.
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White Working Class Families
White working-class pupils under-achieve and have lower aspirations.
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Compensatory Education
Social policies designed to tackle the problems caused by cultural and material deprivation providing extra resources and community support.
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Material Deprivation
Education failure as a result from factors substandard housing and low income. Flaherty- Pakistans and Bangladeshis are three times more likely than whites to be in poorest 5th. Unemployment is 3x higher for African and Bangladeshi than whites.
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Labelling
Setting and streaming causes under achievement for working class people who are deliberately put in low sets.
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Institutional Racism
Gillborn and Youdell found that teachers were quicker to discipline black pupils. teachers expected black pupils to present more discipline problems and saw their behaviour as threatening. The black pupils felt teachers underestimated their ability.
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Variety of Responses
Rejecting negative labels, strategies for avoiding racism, The variety of boys' responses
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Rejecting Negative Labels
Mac an Ghail- studied black and asian pupils at a sixth form college who were negatively labelled by their teachers, they channelled their anger about being labelled into the pursuit of educational success.
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Strategies for Avoiding Racism
Mirza studied ambitious black girls who faced teacher racism the girls failed to achieve their ambitions because their coping strageties restricted their opportunities and resulted in under-achievement Found racist teachers discouraged black pupils.
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The Variety of Boys' Responses
Tony Sewell examines the responses and strategies black pupils adopt to cope with racism Found many teachers had a stereotype of 'black machismo', seeing all boys as rebellious, anti-authority and antischool Black boys are more likely to be excluded.
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Racism in Wider Society
David Mason-Discrimination is a continuing and persistent feature of the experience of Britain's citizens of minority'. John Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities.
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Streaming
Teachers label based on middle class values on how they fit the ideal pupil saw working class as not having abilty resulting in them being placed in lower streams and entering for lower tier for GCSE.
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Sewell
Argues that it is not the absence of fathers as role models that leads to black boys underachievement. instead looks at lack f fatherly nurturing of 'tough love'.
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Driver
Criticises cultural deprivation for ignoring the positive effects of ethnicity on achievement and argues black caribbean families provide girls with positive, independent role models.
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Mary Fuller
Studied a group of black girls who were untypical because they were high-achievers They channelled their anger about being labelled into the pursuit of educational success Did not seek the approval of teachers and gave the appearance of not working.
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Other cards in this set
Card 2
Front
Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success.
Back
Linguistic Deprivation
Card 3
Front
Argue some black children are socialised into a subculture that instils a 'live for today' attitude that does not value education and leaves them unequipped for success.
Back
Card 4
Front
Charles Murray argues that a high rate of lone parenthood leads to under-achievement of some minorities. Roger Scruton sees the low achievement levels of some ethnic minorities as resulting from a failure to embrace mainstream British culture.
Back
Card 5
Front
Driver and Ballard also argue that Asian family structures bring educational benefits. Ruth Lupton argues that adult authority in Asian families is similar to that of schools.
Back
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