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Ethnic Differences In Achievement (Internal Factors (Institutional Racism,…
Ethnic Differences In Achievement
External Factors
Material Deprivation and Class
Palmer
Almost 1/2 of all ethnic minorities live in low income households, as against the 1/4 of white people
Twice as likely to be unemployed
Three times as likely to be homeless
Greater risk of material deprivation that results from unemployment, low pay and overcrowding
Racism in Wider Society
Wood et al= Sent 3 close applications to 1,000 jobs adverts, use 1 commonly white name and 2 ethnic minority ones, found only 16 ethnic minority were offered interviews, as against 1/9 'white' applications
Cultural Deprivation
Attitudes and Values
Lack of motivation leads to underachievement in many black boys
Some black children are socialised into a subculture that instills a fatalistic, 'live for today' attitude that does not value education and leaves them unequipped for success
Family Structure and Parent Support
Murray=LPF tend to lack a father figure and leads to underachievement
Sewell=Lack of tough love, and father nurturing leads to Black Boys finding it hard to overcome the emotional and behavioural difficulties of adolescence.
Asian work ethic, and place a high value on education
McCulloch found that ethnic minorities are more likely to aspire to go to university than White British Pupils
Intellectual and Linguistic Skills
Major cause of ethnic differences in achievement
Low-income Black Families lack intellectual stimulation and enriching experiences- poorly equipped for school because not able to develop reasoning and problem-solving skills
Bereiter and Englemann- consider language spoken by low-income black American families as inadequate for educational success
Evaluation
Driver= Ignores positive effects of ethnicity on achievement
Keddie= Sees cultural deprivation as victim-blaming explanations. Ethnic children are culturally different not culturally deprived
Lawrence=Argues that black pupils underachieve not because of low self-esteem, but because of racisim. Criticises Pryce
Internal Factors
Labelling and Teacher Racism
Gillborn and Youdell= Teachers are more likely to discipline black pupils than others
Gillborn and Youdell=Holds racial stereotypes and labels based on them and also it is not to do with behaviour
Osler= Black pupils are more likely to suffer unofficial exclusions and from 'internal exclusions' where they are sent out of clas
Pupil Identities
Archer
Ideal Pupil
= A white, MC, masculinised identity, with a normal sexuality. This pupil is seen as achieving in the right way
Pathologised Pupil
=An Asian, 'deserving poor', feminised identity, either asexual or with an oppressed sexuality,. This pupil is seen as a plodding, conformists and culture-bound 'over-achiever', who achieves with hard work
Demonised Pupil
= A black or white, WC, hyper-sexualised identity,. This pupil is seen to be an unintelligent,peer-led, culturally deprived under-achiever
Archer= even those who are successfully performing can be pathologised. Chinese are argued to achieve in the wrong way
Pupil Responses and Subcultures
Fullers Girls
Mac an Ghaill- A level Asian Girls who self-refute labels
Mirza= Failed strategies for avoiding racism
The Overt Racists
=Teachers who believe blacks are inferior and actively discriminate against them
The Liberal Chauvinists
= Teachers who believe black pupils are culturally deprived and who have low expectations of them
The Colour-Blind
=teachers who believe all pupils are equal but in practice allow racism to go unchallenged
Sewell= Boys responses
The Conformists
= Largest groups, keen to succeed, accepted school's goal and had friends of different backgrounds, Not part of subculture and anxious of avoiding stereotypes either by teachers or peers
The Rebels
=Most visible and influential groups, small minority of black pupils, reject goals and rules of schools, Conform to stereotypes
The Retreatist
=Tiny minority of isolated individuals who were disconnected from both school and black subcultures, and were despised
The Innovators
=Second largest group, pro-school but anti-education, Not seek approval from school but only conformed as far as schoolwork
Institutional Racism
Critical Racism
Integrained feature in society
Involves not only the intentional actions of individuals but also institutional racism
Marketisation and Segregation
Gillborn=gives schools more scope to select pupils, it allows negative stereotypes to influence decisions about school administrations
Commission of Racial Equality (1993)
Reports from primary schools that stereotypes minority students
Racist bias in interviews for school place
Lack of info and application forms in minority languages
Ethnic minority parents are often unaware of how the waiting list system works and the importance of deadlines
Ethnocentric Curriculum
Access to opportunities
The 'New IQism'
Criticism
Ethnicity, Class and Gender