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Ethnicity (Internal factors (Institutional racism (Ethnocentric curriculum…
Ethnicity
Internal factors
Teacher racism
Giilborn found that teachers were quicker to discipline black pupils for the same behavior as other pupils and on top of this Jenny found that teachers saw black pupils as a threat and this is why they labeled them and this eventually led to exclusion, However black pupils felt they were underestimated and therefore they gave up on education anyway.
Institutional racism
Ethnocentric curriculum
he ethnocentric curriculum is when the curriculum focuses on a white British perspective. this operate in the educational subjects such as history and languages and history. It operates in history because it goes through history through a British perspective and to some ethnic minority groups this can be seen as irrelevant. It also operates in languages because we only learn European languages and not non European languages and again this can be seen as irreverent to some ethnic minority groups. The ethnocentric curriculum is a part of the institutional racism and it is the reason why ethnic minority pupils underachieve.
Assessments
Glborn says that the assessment game is rigged, meaning that the assessments are made to make one group superior than the other. In this case the assessments are made to make white people look smarter than black people and if the black people do better than white people then the system will make another assessment that will only benefit white people. This is a result of the foundation stage profile which was brought into the system in 2003. Before this came in black people were the highest achieving people, however after this black people appeared to be doing worse than white people. This shows that assessments are apart of institutional racism.
Pupil Subcultures
Pupils respond to these labels in a variety of ways often creating subcultures. Fuller studied a group of black high achieving girls. Instead of accepting their negative stereotypes they channelled their anger into pursuit of educational success and did not seek teacher approval. They also maintained friendships with pupils in lower streams who were part of an anti school subculture. They also pretended not to show an interest of school matters yet were privately extremely conscientious. This was their way of dealing with educational demands whilst maintaining ties with anti school subculture friends. This shows that pupils can still achieve even when negatively labelled and these labels need not lead to self fulfilling prophecy
Racism and labelling
Mirza found evidence of teacher labelling and even racism in some cases. She argues that there are three types of teacher racism:
Colour blind teacher who see students as equal but allow racism to occur.
Liberal chauvinists who believe black pupils are deprived so have lower expectations for them.
Over racists who see blacks as inferior and discriminate against them.
These subtypes of teachers can lower the achievement levels as Mirza found that girls would avoid teacher interaction and be selective about which staff they seek help form. This can reduce their possibilities and lead to poorer outcomes. Overall there seems to be several in school factors implicated in ethnic differences in achievement.
External factors
Material deprivation
Material deprivation refers to a lack of physical necessities that are essential for functioning in today’s society. Material deprivation theorists argue that educational failure results from ethnic minorities not having the adequate materials for achievement. Flaherty found that Pakistanis and Bangladeshis were three times more likely to be amongst the poorest fifth of the population, they were more likely to engage in low paid word and twice as likely to be in low skilled low paid work.
Since the SWANN report found that class has a 50% effect on educational achievement this must be an explanation of ethnic differences in achievement.
However Gillborn and Mirza argues that social class factors do not override the effects of culture as even when social class has been accounted for ethnic differences in achievement still exist
Racism
The final reason for differences in achievement is racism in wider society. John Rex argues that racial discrimination leads to social education and how it worsens poverty. In housing for instance minorities are more likely to be in poor accommodation. In employment ethnic minorities face extensive discrimination in areas such as telesales, admin and opportunities. This in turn leads to poor educational prospects.
Cultural deprivation
Language
Cultural deprivation theorists argue that underachievement is a result of inadequate socialisation in the home. One major factor being the lack of intellectual and linguistic skills being taught to their children, in addition ethnic children are less likely to engage in activities that are intellectually enriching leaving these students poorly equipped for school.
In addition the language spoken by ethnic families tend to be inadequate for educational success as it tends to be ungrammatical which acts as a barrier to educational success. However some sociologists argue that Indian children do just as well as white middle class students despite not speaking English at home
Ethnic groups
Cultural deprivation theorists also argue that black children do not have the attitudes and values to promote educational achievement. Instead black families instill fatalistic live for today attitudes that doe not value education leaving black children at a disadvantage when attending school. Other sociologists argue that because black families are headed by lone parents children lack an adequate male role model in addition they lack the economical foundation for successful progression in school.
Driver and Ballard argue that Asian family culture brings educational benefits as their parents have more positive attitudes towards education with higher aspirations for career options. Lupton found that Asian families promote respect for elders which helps their attitudes towards authority figures.
However the cultural deprivation theory has been criticised. For instance Geoffrey Driver argued that this theory ignores the positive effects of ethnicity on educational achievement. For instance black family structure can show a strong independent woman as a role model explaining why black girls achieve better than black males. Keddie argues that families are culturally different not deprived, they under achieve due to ethnocentric bias schools not their family.