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Ethnicity External Factors - Coggle Diagram
Ethnicity External Factors
Discrimination in wider society
Prejudice and Discrimination in society
has led to many minorities ethnic groups facing unemployment, poverty, poorer heath and an over-representation in prisons. Discrimination may lead to less educational achievement as students such as
Pakistani and black Caribbean boys
may feel like there is little point in trying to achieve high goals, as society places stereotypes and labels them to do worse anyway.
Examples - examples in the workplace such as
managers openly discriminating against certain workers
based on assumptions about an ethnic group e.g., not considering job applications with foreign names. This in turn has the effect of informing ethnic minorities of their position in society as laced on them at the bottom which will affect academic achievement in school, Aswell as teachers and society opinions.
Children who witness or experence racism may feel iscouraged about workig hard to achieve as they feel society is not meritoratic for minoritys like themselves, and that they
wont achieve high status high paid jobs.
Children may feel anger and discontent with the label placed on them due to discrimination in wider and society and 'kick back' at the educational institute, forming
anti-school subcultures.
Material Deprivation
Some ethnic groups, such as black Caribbean are
disproportionally eligible for FSM
- facing high levels of poverty and deprivation
Low attainment
stems from a lack of money and resources as they cannot afford the things needed for educational success, such as a private tutor, textbooks.
Their families often work low paid jobs, such as those with zero-hour contracts
E.g., not being able to afford uniform and having to get a second hand one = bullying and truancy.
Computer access and internet - the digital divide.
Cannot afford to eat breakfast = lack of concentration and increase in bad behaviour
Chinese and Indian students,
however, are more liely to not be on FSM, as they often have economic capital over other ethnic students. They therefore can afford materials needed for educational success, such as a big house, the ability the move into catchment areas - Morgage
A03 - Compensatory education such as pupil prenium and breakfast clubs
material deprivation fails to explain the high levels of achievement in Indian and Chinese families who still get disproportionally higher grades despite suffering from poverty and a lack of resources.
Cultural Deprivation
Ethic groups, such as the Gypsie Rome / Irish traveller community's do not view education as an important value to their way of life, and so achieve disproportionately lower in academic achievement.
The Gypsie Rome / Irish community's
do not value education as run by non-Gypsie's, and generally see education as unimportant in regard to their own goals. The main priority is a big cultural difference from post-modern society in Britain, with men typically finding a
manual job
that requires little qualifications, such as a driver or lifter, and the women being beautiful and prepared for their role in becoming
housewives
and focusing on eventually being a mother in a traditional role.
Chinese and Indian student
s on the other hand, place high value on expectations regarding education, and a large amount go on to receive higher than average results. Chinese and Indian families have cultural capital, shown in parents taking full interest in their child's education and attending parent's evenings, open events to guarantee the best is happening for their child. There is a high value placed on education often a family discourse where children work hard for their family.
Chinese and Indian parents provide lots of support and work long hours in order to pay for extra tutoring, revisions guide laptops etc.
Indian Parents tend to be strict. this adult authority model and strong work ethic matches expectations placed at school.
AO3
Language Barriers
Some students, such as
Bangladeshi and Pakistani
achieve less in education as they do not hear English spoken in the home, English as an
EAL
(English as an additional language). This can be a barrier to success as students may face challenges such as understanding their students, being included in class discussion and understanding formal writing as written in textbooks
(elaborate code)
e.g., parents face
cultural deprivation
regarding education as they cannot understand what is being said at parents evening, and may make application processes difficult resulting in EAL students ending up in less popular school's
Family structure
Sewell - Black Caribbean boys do less well in academic achievement as thy lack a male role-model. Many Caribbean household's do not have a father-figure, with single-mothers dominating. Claims that that it is the lack of a role model that stops boys from adapting to the demands of the school. Black Caribbean girls however have a strong female role model to look up to and follow foe guidance and so do better in school as they want to be Independant and successful in raising a family like their mothers.