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Ethnicity & Education (Criticisms of cultural deprivation theory…
Ethnicity & Education
External factors
Cultural deprivation :flag-jm:
Intellectual & linguistic skills
Low-income black families lack intellectual stimulation and enriching experiences.
Poorly equipped socially for school.
Jamaican = poorly spoken english
Family structure and parental support
Many lone-parent female families who struggle to play role of breadwinner as well.
Lack father figure
Scruton (1986) - failure to embrace British culture.
Large Asian families reflect authority.
Sewell - lack of 'tough love' resulting in black boys finding it hard to overcome emotional and behavioural difficulties.
Attitudes and values
Lack of motivation
Socialised into mainstream culture
Black children have fatalistic view that doesn't value education.
Criticisms of cultural deprivation theory
Provides black girls with strong independent woman role model.
Black pupils under achieve due to racism not low self-esteem.
Ethnic minority children are culturally different, not deprived. Schools are ethnocentric
Policies that will challenge it: multicultural education and anti-racist education.
External factors
Material deprivation and class :pencil2:
1/2 Bangladeshi and Pakistani workers earn under £7 per hour
Poor housing conditions so can't complete homework, may become ill from dampness
Don't have resources to complete schoolwork
Muslim - women not allowed to work outside of home
Racial discrimination
Racism in wider society :information_desk_person::skin-tone-6:
Social exclusion and unemployment so lack motivation
CHildren expect to follow in footsteps
Internal factors
Labelling and teacher racism
See black and Asians as far from 'ideal pupil'
'Racialised expectations' showed teachers expected black pupils to present more discipline problems and threatened by them
Pupil identities
Teachers define pupils as having stereotypical ethnic identities
Three different types of pupil (Archer)
Ideal pupil identity - white, middle class
Pathologised pupil identity - conformist, Asian, hard work rather than natural ability
Demonised pupil identity - black or white working class, unintelligent
Pupil responses and subcultures
Black girls did achieve but didn't seek teacher approval, proved negative labelling wrong
Girls had high ambitions (Mirza) but discouraged them from ambitious views
Types of teachers
Colour-blind - equal but allow racism unchallenged
Liberal chauvinists - believe black pupils culturally deprived
Overt racists - blacks are inferior openly discriminate
Sewell - absence of fathers, influence of peer groups, street culture
Four responses to schooling
The rebels - excluded, anti-school
The conformists - keen to succeed, accepted school
The retreatists - isolated, disconnected
The innovators - did not seek teacher approval
Evaluation
Teachers responsible instead of blaming background
Blames teachers instead of education as whole