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ETHNIC ACHIEVEMENT (EXTERNAL (INTELLECTUAL AND LINGUISTIC SKILLS (THERE…
ETHNIC ACHIEVEMENT
EXTERNAL
FAMILY STRUCTURE
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MOYNIHAN ARGUES THAT BECAUSE MANY BLACK FAMILIES ARE MATRIFOCAL, THEIR CHILDREN ARE DEPRIVED OF ADEQUATE CARE BECAUSE SHE HAS TO STRUGGLE FINANCIALLY IN THE ABSENCE OF THE BREADWINNER
SEE CULTURAL DEPRIVATION AS A CYCLE WHERE INADEQUATELY SOCIALISED CHILDREN FROM UNSTABLE FAMILIES GO ON TO FAIL AT SCHOOL AND BECOME INADEQUATE PARENTS THEMSELVES
S = MURRAY ARGUES THAT HIGH RATES OF LONE PARENT HOOD, TOGETHER WITH THE LACK OF POSITIVE MALE ROLE MODEL LEADS THE CHILDREN TO UNDERACHIEVE
C = DRIVER CRITICISES THE CULTURAL DEPRIVATION THEORY FOR FAILING TO SEE THE POSITIVE EFFECTS ON ETHNICITY ACHIEVEMENT
HE SHOWS THE BLACK CARIBBEAN FAMILY FAR FROM BEING DYSFUNCTIONAL, PROVIDING GIRLS WITH A POSITIVE ROLE MODEL OF STRONG, INDEPENDENT WOMEN
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INTERNAL
ETHNOCENTRIC CURRICULUM
MANY SOCIOLOGISTS SEE THE ETHNOCENTRIC CIRRICULUM AS A PRIME EXAMPLE OF INSITUTIONAL RACISM BECAUSE IT BUILDS RACISM INTO EVERDAY WORKINGS OF SCHOOLS AND COLLEGES
EG:
DAVID DESCRIBES THE ETHNOCENTRIC CURRICULUM AS A 'SPECIFICALLY BRITISH' CURRICULUM THAT LARGER IGNORES NON EUROPEAN LANGUAGES, LITERATURE AND MUSIC
BALL CRITCISES THE NATIONAL CURRICULUM FOR IGNORING ETHNIC DIVERSITY AND FOR PROMOTING AN ATTITUDE OF 'LITTLE ENGLANDISM'
C = IT'S NOT CLEAR WHAT IMPAT THE ETHNOCENTRIC CIRRICULUM HAS. EG: WHILE IT MAY IGNORE ASIAN CULTURE, INDIAN AND CHINESE PUPIL'S ACHIEVEMENT IS ABOVE NATIONAL AVERGA
TEACHER RACISM
BOURNE FOUND SCHOOLS TEND TO SEE BLACK BOYS AS A THREAT AND THEREFORE LABEL THEM NEGATIVELY, WHICH LEADS EVENTUALLY TO EXCLUSION
- 1 / 5 EXLCUDED PUPILS GAIN 5 GSCEs
S = FOSTER FOUND TEACHERS HAVE STEREOTYPED BLACK PUPILS AS BADLY BEHAVED AND THEREFORE PLACE THEM IN A LOW STREAM. STREAMING BLACK PUPILS ON THE BASIS OF BAD BEHAVIOUR CAN RESULT IN A SELF-FULFILLING PROPHECY OF UNDERACHIEVEMENT
GILLBORN AND YOUDELL FOUND THAT TEACHERS WERE QUICKER TO DISCIPLINE BLACK PUPILS FOR THE SAME BEHAVIOUR BECAUSE OF THEIR 'RADICALISED EXPECTATIONS'
THEY EXPECTED PUPILS TO PRESENT MORE DISCIPLINE PROBLEMS AND MISINTERPRETED THEIR BEHAVIOUR AS THREATENING / CHALLENGING TO AUTHORITY
WHEN THE TEACHERS ACTED UPON THIS, THE PUPILS RESPONDED NEGATIVELY, IN TURN CREATING FUTHER CONFLICT
INTERNAL 2
ASSESSMENT
GILLBORN ARGUES THAT 'THE ASSESSMENT GAME' IS RIGGED SO AS TO VALIDATE THE DOMINANT CULTURE'S SUPERIORITY.
IF BLACK CHILDREN SUCEED AS A GROUP, 'THE RULES WILL BE CHANGED TO RE-ENGINEER FAILURE'
EG: PRIMARY SCHOOLS USED 'BASELINE ASSESSMENTS' WHICH TESTED PUPILS WHEN THEY STARTED SCHOOLING. HOWEVER, THESE WERE REPLACED IN 2003 BUT THE FOUNDATION STAGE PROFILE
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GILLBORN EXPLAINS THIS REVERSAL AS A RESULT OF TWO INSTITUTIONAL FACTORS:
- THE FSP IS BASED ENTIRELY ON TEACHERS' JUDGEMENTS, WHERE BASELINE ASSESSMENTS OFTEN USED WRITTEN TESTS AS WELL
- A CHANGE IN THE TIMINGS: FSP IS COMPLETED AT THE END OF THE RECEPTION YEAR, WHEREAS BASELINE ASSESSMENTS WERE DONE AT THE START OF PRIMARY SCHOOL
S = HORN'S STUDY OF GCSE FOUND THAT WHERE MORE WEIGHTING WAS GIVEN TO TASKS ASSESSED BY TEACHERS RATHER THAN BY WRITTEN EXAMS, THE GAP BETWEEN THE SCORES OF DIFFERENT ETHNIC GROUPS WIDENED
THE 'NEW IQism'
GILLBORN THEREFORE CONCLUDES THAT THE EDUCATION SYSTEM IS INSTITUTIONALLY RACIST, CREATING AN ENVIRONMENT IN WHICH ETHNIC MINORITY PUPILS ARE ROUTINELY DISADVANTAGED
FOR GILLBORN, THERE IS NO GENUINE MEASURE OF 'POTENITAL' AND THAT ALL TESTS CAN DO IS TELL US WHAT A PERSON HAS LEARNT ALREADY AND WHAT THEY CAN DO NOW
IN WHAT GILLBORN CALLS THE NEW IQism, HE ARGUES THAT TEACHERS AND POLICYMAKERS MAKE FALSE ASSUMPTIONS ABOUT THE NATURE OF PUPILS 'ABILITY' OR 'POTENTIAL'
GLIBBORN AND YOUDELL NOTE THAT SECONDARY SCHOOLS ARE INCREASINGLY USNG OLD-STYLE INTELLIGENCE TESTTS TO ALLOCATE PUPILS TO DIFFERENT STREAMS ON ENTRY
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ACESS TO OPPORUTNTIES DEPENDENS HEAVILY ON TEACHERS' ASSESSMENT OF PUPILS ABILITY. THIS WORKS AGAINST BLACK PUPILS
GILLBORN NOTES: 'WHEN TEACHERS ARE ASKED TO JUDGE THE POTENTIAL OF THEIR STUDENTS, THEY TEND T PLACE DISPROPORTIONATE NUMBERS OF BLACK STUDENTS IN LOW RANKED GROUPS'
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EXTERNAL 2
RACISM
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THIS HELPS TO EXPLAIN WHY ETHNIC MINORITIES ARE MORE LIKELY TO FACE UNEMPLOYMENT, WHICH ULTIMATELY HAS A NEGATIVE EFFECT ON EDUCATIONAL ACHIEVEMENT
REX SHOWS HOW RACIAL DISCRIMINATION LEADS TO SOCIAL EXCLUSION AND HOW THIS WORSENS THE POVERTY FACED BY ETHNIC MINORTIES
MATERIAL DEPRIVATION
S = MORTIMORE AND WHITTY ARGUE THAT MATERIAL FACTORS HAVE THE GREATEST EFFECT ON ACHIEVEMENT AND FOR THIS REASON, ROBINSON ARGUES THAT TACKLING POVERTY WOULD BE THE MOST EFFECTIVE WAY TO BOOST ACHIEVEMENT
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EDUCATIONAL FAILURE IS A RESULT FROM FACTORS, SUCH AS: SUBSTANDARD HOUSING AND LOW INCOME - ETHNIC MINORITIES ARE MORE LIKELY TO SUFFER THESE PROBLEMS