Please enable JavaScript.

Coggle requires JavaScript to display documents.

Ethnicity and Education - Coggle Diagram

- - - - Pupils from Pakistani and Bangladeshi heritage are over 3x more likely than white people to be in the poorest 3rd of the population.
        
        Unemployment is 3x higher for African, Bangladeshi and Pakistani people than for white people.
        
        15% of ethnic minority households live in overcrowded conditions, compared with only 2% of white households.
        
        Pakistani people are nearly twice as likely to be in unskilled or semi-skilled jobs compared to white people.
  - - - Sent three closely matched job applications to 1000 job vacancies.
        . The applications were from fictitious applicants, with names associated with different ethnic groups (1 from a white British person and 2 from ethnic minorities).
        
        Wood found that only 1/16 ethnic minority applicants were offered an interview, compared to 1/9 white British applicants.
        . Discrimination in terms of jobs leads to higher levels of unemployment for ethnic minority groups or having to take low-paid jobs as job opportunities are limited.
        This has a knock-on effect with material deprivation and issues around housing, diet and health etc.
  - - - Pryce - Focused on Asian students who tend to be higher achievers. They argue their culture is more resistant to racism, which gives them a greater sense of self-worth and confidence. This carries over into school.
        Opposite for black Caribbean families who as a culture are less resistant to racism, creating lower self-esteem (links to slavery also seen as an issue in terms of self-worth).
      - Sewell - lack of fatherly figure in black families who can provide 'tough love' and nurture to sons means they struggle with the difficulties of adolescence. This often means they turn to street gangs in search of a father figure. These gangs are often anti-school and promote rebellious behavior.
      - Moynihan - Black families are more likely to be single parent, headed by a woman. Children are deprived of adequate care as they struggle without a breadwinner. No role model for boys to look up, or to discipline them. These children become trapped in a cycle and go on to become inadequate parents themselves.
      - Lupton - adult authority in Asian families is similar to the model that operates in schools. Asian children are socialised into a strong sense of respecting authority figures, which is required at school. Asian parents are very supportive of school behaviour policies and promote them at home. Leading to conformity at school and a pro school attitude.
    - - Sugerman
        
        Looked at features of WC subculture that act as a barrier to educational success.
        
        Ethnic minorities are more likely to be in the WC.
        
        Argued that clack children in particular are socialized into a fatalistic attitude, and strongly believe it is very little the can do to change their educational outcome.
    - - Bereiter and Engelmann
        
        Argue that the language spoken by low-income black American families is inadequate for educational success.
        
        They also argue that they tend to use ungrammatical, disjointed phrases and that they are incapable of expressing abstract or more complex ideas.
- - - - Gilborn & Youdell (2004)
        They found that teachers were quicker to discipline black pupils than others for the same behaviour. Arguing that it's the result of teacher 'racial expectations', finding that teachers expect black pupils to have more discipline problems as well as misinterpreting their behaviour as threatening or challenging authority, and when teachers acted on this they responded negatively resulting in further conflict. This caused pupils to feel underestimated and picked on. They concluded that most conflict between white teachers and black pupils comes from racial stereotypes that teachers hold rather than their behaviour. This might explain the higher level of exclusions from schools of black boys.
        Bourne (1994)
        She found that schools tend to see black boys as a threat and label them negatively, eventually leading to exclusion, and affecting their achievement with only 1 in 5 excluded pupils getting 5 GCSEs.
        Osler (2001)
        As well as having higher rates of exclusion, they appear more likely to suffer from unrecorded unofficial exclusions and internal exclusions, where they are sent out of class. Black pupils are also more likely to be placed in pupil referral units that exclude them from having access to the mainstream curriculum.
    - - Archer (2008)
        Teacher's dominant discourse (way of seeing something) defines ethnic minority pupils identifies as lacking from that of the 'ideal pupil', with 3 specific types:
        Ideal Pupils
        White, MC, masculinised, achieving in the 'right' way through natural ability and inactive.
        Pathological Pupils
        Asian 'deserving poor', feminised identity.
        Demonised Pupil
        A 'plodder' succeeding through hard-work rather than ability.
    - - Fuller (1984)
        Instead of accepting negative stereotypes, black girls channel their anger of labelling into the pursuit of educational success. But they did not seek approval for educational success. But they did not seek the approval of teachers whom they regarded as racist. They worked conscientiously but gave the appearance of not doing so, focusing all their energies on exams.
        Mac and Ghail (1992)
        This study is of black and Asian A-level students coming to similar conclusions. Students who believed they had been labelled negatively didn't necessarily accept the label and how they responded depended on factors, such as ethnic group and gender also the nature of their former schools. As with Fuller's study, this research shows that a label does not inevitably produce a self-fulfilling prophecy.
        Mizra (1992)
        Teachers discouraged black girls from being ambitious through advice on careers choices, identifying three types of teacher racism:
        The Colour Blind believe that all pupils are equal but allow racism to go unchallenged.
        The Liberal Chauvinists - believe all pupils are culturally deprived and place low expectations on them.
        The Overt Racist - believe black people are inferior and actively discriminate against them.
        Swell
        They noted 4 ethnic minority responses to racist stereotyping by teachers:
        The rebels - rejected both the goals and rules of the school, expressing their opposition through peer group membership, conforming to the stereotype of anti-authoritarian.
        The conformist - boys keen to succeed accepted the school's goals and had friends from different ethnic groups. keen to avoid stereotyping by teachers or peers.
        The Retreatists - disconnected from both school and black subcultures, despised by the rebels.
        The Innovators - pro-education but anti-school, valuing success but not actively seeking the approval of teachers, conforming only as far as schoolwork was concerned.
    - - Danger in seeing labelling as the result of teacher racism, rather than the wider education system.
        . Gilborn and Youdell - A-C economy results in WC and ethnic minority pupils being streamed.
        . They also tend to be entered for low tier exams.
        
        A label also does not always become a self-fulfiling prophecy
        . Mizra and Willis show that you can reject teacher labels
  - - - - The Rebels
        . Black pupils, reject school and are often excluded, the 'black macho lad', a small minority of pupils.
        - The Conformists
        . The largest group, keen to succeed, accept school rules, did not want to be stereotyped in any way by teachers, and conformed in every way.
        - The Retreatist
        . A small minority of isolated students, not part of any subculture, not liked by the rebels.
        - The Innovators
        . The second largest group of students, pro-education but anti-school, they maintained credibility and were liked by the rebels due to their rebellion in the classroom, but worked hard out of school to achieve.
  - - - Sewell argues that racism is not as powerful in schools so racism is not institutionalised.
        . Internal racism is not strong enough to stop individuals from succeeding
        Also Chinese and Indian students statistically do better in schools
        
        Argues we need to focus on external factors.