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Ethnic differences in educational achievement. (White children have lower…
Ethnic differences in educational achievement.
Indian and Chinese families have higher levels of Parental control and expectation
Francis and Archer (2005) – High value is placed on education by parents, coupled with a strong cultural tradition of respect for one’s elders – high educational aspiration transmits from parents to children, and students derive positive self-esteem from constructing themselves as good students.
African Caribbean families have a higher proportion of single parent households
Abbott - there is a development of Black gangsta culture with the lack of positive male role models.
The new right argues that many families are unable to have a house that is adequate for learning in.
The culture of anti-school black masculinity
Sewell found that black boys had more pressure to join urban subcultures and therefore adopted a anti-school subculture
Trust in the system and Language barriers
Croizer argued that Bangladeshi and Pakistani parents kept away from school as they trusted the teachers and couldn't speak very good English.
Wright found that teachers spoke to Asian pupils simplistically
White children have lower educational aspirations than most ethnic minorities.
77% want their children to stay at school past the age of 16
90% ethnic minorities wanted their children to stay at school past the age of 16
CONDUCTED BY WILSON AND BURGESS
South Asian women go to university despite cultural pressures
Bagguley and Hussain (2007) found that aspirations to higher education for Pakistani and Bangladeshi women were often complicated by cultural pressures. Many had to negotiate decisions around marriage and the expectations of their parents. Many Muslim students consequently studied at a local university in order to placate their parents’ concerns about morality, being in the company of men and their family honour or ‘izzat’.
Lawson and Garrard described ethnic group as a group of people that share the same; religion, language, history ect.
Lupton says how Asian families promote children to respect their elders which contributes to their attitudes towards authority figures.
Driver and Ballard say how Asian families have a high expectation and positive attitudes towards education to encourage success.
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.
Flaherty found that Pakistanis and Bangladeshis were three times more likely to be amongst the poorest fifth of the population
Troyna and Williams describe British schools as ethnocentric because it gives priority to English culture.
Ball argued that the national curriculum ignores cultural diversity and promotes the Englandism focusing on British Empire and ignoring Asian and black history.
Hatcher found that school bodies failed to deal with pupils racist behaviour in schools and there were no channels of communication between school governors and ethnic minority parents.
Gillborn argues that marketisation of schools gives schools more power to select pupils and this puts ethnic minorities at a disadvantage.
Gillborn et al found that teachers were quick to discipline black students over white students for the same behaviour. Gillborn argued this is because teachers have racialised expectations in that they expect black students to present more behaviour problems and often react to their own misinterpretations of behaviour which leads to conflict between students and teachers, which leads to more exclusions for black students.
Fullers study of Black girls show how they reject their sterotypes