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Ethnic differences in achievement (Internal factors (2) institutional…

- - - - Cultural deprivation theorists argue that many children from low income black families lack intellectual stimulation and enrich experiences, leaving them poorly eqipped for school because they have not been able to develop reasoning and problem solving
      - Bereiter and Engelmann: language spoken by low income black American families as inadequate for educational success; they see it as ungrammatical, disjoint and incapable of expressing abstract ideas
      - Gillborn and Mirza (2000): Indian pupils do very well despite often not having English as their home language
    - - Most children are socialised into the mainstream culture, which instils ambition, competitiveness and willingness to make the sacrifices necessary to achieve long term goals, equipping them for success in education
      - Cultural theorists argue, some black children are socialised into a subculture that instils a fatalistic, 'live for today' attitude that does not value education and leaves them unequipped for success
    - - Moynihan (1965): the father's absence means boys lack an adequate role model of male achievement. Cultural deprivation is a cycle where inadequately socialised children from unstable families go on to fail at school and become inadequate parents themselves
      - Scruton (1986): low achievement levels of some ethnic minorities as resulting from a failure to embrace mainstream British culture
      - Pryce (1979): Asians are higher achievers because their culture is more resistant to racism and gives them a greater sense of self worth. In contrast, black Caribbean culture is less cohesive and less resistant to racism, resulting in them having low self esteem and underachieve
      - Sewell (2009): fathers, gangs and culture
        
        Black boys under achieve because there is a lack of fatherly nurturing or 'tough love', making it hard to overcome the emotional and behavioural difficulties of adolescence
        
        Street gangs of other fatherless boys offer black boys 'perverse lotalty and love'. Arnot (2004): 'the ultra-tough ghetto superstar, an image constantly reinforced through rap lyrics and MTV videos'.
        
        black students do worse than asian counterparts because of cultural differences in socialisation and attitudes to education; one group is being nurted by MTV, the other is clocking up the educational hours
        
        Gillborn (2008): institutional racism within the education system systematically produces the failure of large numbers of black boys
      - Asian families
        
        Asian children benefit from supportive families that have an 'Asian work ethic' and place a high value on education
        
        Lupton (2004): adult authority in Asian families is similar to the model that operates in schools; they are supportive of school behaviour policies
      - White working class families
        
        McCulloch (2014): ethnic minority pupils are more likely to aspire to go to university than white British pupils
        
        Teachers reported poorer levels of behaviour and discipline in the white working class schools which they blamed on lower levels of parental support and negative attitude that white working class parents had towards education
        
        Evans (2006): street culture in white working class areas can be brutal and so young people have to learn how to withstand intimidation and intimidate others