Please enable JavaScript.
Coggle requires JavaScript to display documents.
Factors affecting achievement (GENDER (Different leisure activities (Girls…
Factors affecting achievement
ETHNICITY
RACISM
Cline al (2002)
racism was common between pupils eg name calling.The verbal abuse continued for a long period of time.
ETHNOCENTRIC CURRICULUM
Troyna + williams(1986
) described multiculturalism as a means of making the educational experience of ethnic minority groups more diverse to overcome resistance, rejection and rebellion.
SUBCULTURES
Sewell (1996,1998)
found some black Caribbean male students responded to the denial of status and respect by what they saw as a racist schooling by forming a subculture of resistance,which gave them status through the assertion of a black macho masculinity
LABELLING
Tony Sewell (1988)
found often teachers regard black students as 'macho'. when black boys were labelled negatively, they tended have a range of responses.
INSTITUATIONAL RACISM
Mac an Ghaill (1988
) describes how black boys and girls might respond differently to racism.Boys will challenge the school whereas girls will follow rules.
MATERIAL DEPRIVATION
2/5 of ethnic minorities were living in poverty in 2012/13
Gillborn and Mirza(2000)
social class remains the main influence on educational attainment, shown by the fact pupils from the same social group by different ethnic groups still have inequalities in achievement.
Pakistan, Bangladeshi and African- Caribbean students have a higher than average rate of poverty so less likely to be able to afford school equipment and uniform
CULTURAL DEPRIVATION
Tony sewail
argues that one reason for black African-carribean underperformance its the absence of fathers, which is common, 59% are lone parent families.However,its argued to be victim blaming as he blames the family.
Bereitier and Engelmann(1966)
argue that ethnic minority students lack the language used in schools
Bhati(1999)
some ethnic mi orates value children bu don't know how to help their children
Steve strand (2014)
some ethnic minorities have higher aspirations for their children than white parents
GENDER
Different leisure activities
Girls tend to take, whereas boys play sports, but talking develops linguistic skills and in non-manual jobs
Subjects requiring reading and writing are seen as 'girly'
Crisis of masculinity
Today places high value on office based jobs etc, which are often considered to be more typically female skills
Service industrys are now replaced by machinery
Gender socialisation
Boys socialised into being adventurous and physical, competitive and sporty
Biology
By 16, girls are estimated to be more mature than boys by up to 2 years. Meaning that girls are more serious in their exams.
Bedroom subculture
McRobbie(1991)
argues that the bedroom culture of girls, where girls can create their own subcultures and chat and read, actually contributes towards their communication skills where are now so important and valued within eductation
Boys tend to carry out physical activities
Feminism
Equal pay and Qual rights act in the work place
Sue Sharpe
argues women in the 70s girls wanted to be mothers, however in the 90s they wanted careers.
Challenged the stereotype of women as just mothers etc
Boys overestimate their intelligence
Stanton(1983) and licht & Dweck(1987)
found that girls lacked confidence in and underestimated their ability and felt under valued in the classroom
Boys feel confident but don't like school ultimately
The feminisation of education and the alienation of boys
Sewell(2010)
education has become feminisation
Epstein(1998)
found in her research that working class boys in particular often experience bullying or being negatively labelled it they are hard working
Educational policies have benefit girls over boys
National curriculum
GIST=girls in science and technology
WISE
Coursework as girls do better in it
Girls form pro-school peer groups unlike schools for mostly form anti-school subcultures
Forde et al (2006)
suggest peer-group pressure encourages boys to maintain a dominant masculine identity, which is partly developed through resistance to school and therefore is largely incompatible with academic success
Paul willis
states boys form anti-school subcultures
Francis's(2002)
research confirmed this view of boys achieving more per-group macho status by resisting teachers and schools, through laddish behaviour like messing about in class and not getting on with their work, contributing to their underachievement
Girls work harder in school
Boys tend to be more disruptive in class rooms
Girls concentrate 3x more than boys
Male friend groups often deviates schoolwork and boys may achieve peer group status by aggressive and dominating disruptive classroom behaviour
CULTURAL DEPRIVATION-CLASS
Parents attitudes to and interest in education
Douglas (1964)
-single most important factor explaining, success is parental encouragement, expectation, interest and involvement.
Parents level and knowledge of education, and confidence in dealing with schools
Middle class parents tend be better educated
Reay(1998) middle class parents manipulate the process of education
Subcultural attitudes and values
The working class don't see qualifications important for work. Therefore children are socialised toot encourage success
Sugarman(1960) working class values are different
Working class tend to have less of a voice with teachers compared to middle class
Restricted code of language use
Sort of language used between friends or family members, internal simple everyday language
Berstein (1971)
restricted and elaborate language
Amount of cultural capital
Middle class have more cultural capital and more material
Bordieau(1977)
each class possesses its own cultural framework or set of ideas
MATERIAL DEPRIVATION-CLASS
POVERTY AND LOW WAGES
Waldfogel and Washbrook(2010)
-point out children from low income families are more likely to have crowded and unclean homes which could make study difficult and poorer diets could result in higher levels of sickness and tiredness making learning more difficult and could fall behind
DAMP OVERCROWDED, POOR QUALITY HOUSING
Little space to do work
Moving house and schools frequently
COST OF TRAVEL AND FEES POST 16
Uni fees
Difficult for parents in poorer areas to support students after leaving
Debts arising from student loans to cover living costs
POOR ENVIRONMENT,CRIME, DRUG ABUSE
Poor role models
Now going to school and joining gangs
Living in rough areas then getting involved with the wrong group leading to kids doing crime
LOW INCOME THEREFORE LESS BOOKS ETC
Educational things can't be bought and there is a lack of internet access and money for school trips as well as inability to afford any private education
Cant enhance learning if unable to go on trips