1) still significant differences in attainment levels between ethnic groups. 2) no ethnic group is inherently less capable than any other.
2 of 32
Swann Report
language is not a significant factor in holding back a pupil @16years Asians were as comeptent as English peers.
3 of 32
Clarke
those from rural areas of Asia more likely to struggle with language than those from parts where English is more commonly used.
4 of 32
Modood
language is only a "temporary learning barrier" Indians been hre long time and they have adapted.
5 of 32
Hyman
how much value is placed on education.
6 of 32
Driver and Ballard
SOME Asian families place strong emphasis on education and were willing to make sacrifices to ensure their children's success.
7 of 32
Swann Report
Asian families have tight-knit family networks - could be responsible for their high attainment levels.
8 of 32
Bolognani
'myth of return' many return to countries of origin resulting gaps in k&u affecting attainment.
9 of 32
Tizzard
white and black parents are equally as supportive of their children.
10 of 32
Strand
Indian pupils succeed because of high parental and pupil aspirations, they monitor homework.
11 of 32
Archer & Francis
value placed on education explains success of the British Chinese.
12 of 32
Willis, Frosh et al, Jackson
white working class boys from anti-school subcultures.
13 of 32
Sewell
black boys had a shared culture of 'cool indifference'. those who do well are 'batty boys' or '*******'.
14 of 32
Sewell
black boys see educational failure as a badge of pride.
15 of 32
Strand
black boys see education as feminine.
16 of 32
O' Donnell and Sharpe
Bangladeshi boys see other Asians who conform as 'weaklings'.
17 of 32
Smith and Noble
money can 'buy' a better education.
18 of 32
Swann Report
suggests poverty probably explains 50% of Afro-Caribbean underachievement.
19 of 32
Smith and Noble
EMA was simply not enough
20 of 32
Rutter et al
low income familys work long unsociable hours meaning spending less time with kids to help with school work.
21 of 32
Green
teachers favoured white boys. low expectations of A-C and failed to encourage them so lowered their self image. teachers said they were slow learners and lacked concentration. less well behaved.
22 of 32
Brittain
teachers had stereotypical views of ethnic minority students. perceived black students as having low ability.
23 of 32
Wright
staff committed to "equality of opportunity" despite this still discrimination in classroom. Asian children excluded as teachers thought poor command in English. Asian girls were invisible. A-C expectations of bad behaviour. they had negative attenti
24 of 32
Gillborn
supports Wright A-C students actions seen as threat when none was intended.
25 of 32
Fuller
LABEL DOESNT STICK. black girls in London.
26 of 32
Swann Report
any racism given by teachers is unintentional
27 of 32
Foster et al
racism in classroom does not exist beyond unreasonable doubt.
28 of 32
Jayleigh Comp.
numbers showed ethnic minorities were discriminated against in terms of sets and exams.
29 of 32
Wanless Report
A-C boys put in bottom sets mainly because of behaviour than ability.
30 of 32
Bourne
A-C have highest exclusion rates.
31 of 32
Sivandan
black boys are very boys which should be kept in class. gaps in k&u lower attainment.
32 of 32
Other cards in this set
Card 2
Front
1) still significant differences in attainment levels between ethnic groups. 2) no ethnic group is inherently less capable than any other.
Back
Gillborn and Mirza
Card 3
Front
language is not a significant factor in holding back a pupil @16years Asians were as comeptent as English peers.
Back
Card 4
Front
those from rural areas of Asia more likely to struggle with language than those from parts where English is more commonly used.
Back
Card 5
Front
language is only a "temporary learning barrier" Indians been hre long time and they have adapted.
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