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Ethnicity and achievement - Coggle Diagram
Ethnicity and achievement
Material Deprivation
Strand: although ethnicity and gender are important, the achievement gap is due to social class (twice as large as ethnic gap, and six times as large as gender)
Underachievement is resultant of intersectional factors, and is not simply mono causal.
Minority ethnic groups are more likely to experience material deprivation.
Parental, school and student factors
Ethnic minority parents were more likely to have positive attitudes behaviour towards education than white British.
The New Right argues that lone parent households do not provide a home environment conducive to learning, leading to issues such as the ‘gangsta’ culture with the absence of positive black male role models at home as well as in schools.
Bereiter and Englemann: language of poorer black families is disjoined so children are unable to express abstract ideas.
Ball: minority ethnic group parents are less aware of how to negotiate the British education system.
Gerwitz: complex school application forms are an example.
the quality of the school only has moderate effect on educational attainment except in the case of Balck Caribbean where teacher expectations made a difference.
Ethnocentric curriculum means that white British are more accustomed to learning about themselves and their history.
Lupton: Asian family authority reflects the same authority in schools, so children adhere.
Keddie argues that this involves victim blaming, where minority ethnic group children are culturally different not deprived.
David: the National Curriculum is a ‘specifically British’ curriculum that teaches the culture of the ‘host community’.
Gillborn: Increased marketisation allows for greater selection and segregation of pupils as admissions are chosen hence scope for racism increases.
Strand: Student risk/resilience factors
Resilience= strong academic self-concept, future planning, HW completion
Risk= extended absences, police, social and welfare service involvement.
Recent immigration
Strand: more recent groups see education as a way out of poverty they have come from. By contrast, if you’ve been in a white w/c family for three generations with high unemployment, there is a limited belief that education would prevent this.
Ethnic group subcultures
Archer and Francis: British Chinese see education as a ‘family project’
Students appreciated their parents’ high expectations and the investment found in both mc and we families.
Evans: Street culture for the white wc is brutal with the power games of intimidation. Schools are places where this is increased through disruption in an attempt to gain status.
Prof Burgess and Dr Wilson: among Indian, Bangladeshi, Pakistani, Black Caribbean and Black African families, over 90% of parents want their child to stay on at school at age 16, compared with 77% of white families.
Cultural Capital
Chinese and Indian have the largest proportion of middle class members, hence their high attainment may result from having. A large proportion of cultural capital.
Many members of mainly ethnic groups may have more cultural capital than expected from their class position.
There are anomalies explained by cultural capital from previous jobs or low employment status due to racisml, not ability.
Value of education is passed onto children regardless.
Achievement of Black girls
Mirza: Outperform black boys and white students.
The achievement of Black women is underestimated.
Denies the labelling theory as having an impact on black girls as 48% of them named themselves in whom they admire most. Even though they did not accept the labels, they would not ask for help.
Fuller: Girls in London Comprehensive maintained a positive self image by rejecting teachers stereotypes of them.
Achievement of Black Caribbean students
Sewell: unwilling to break away from an anti-education peer group which provides a comfort zone of acceptance lacking from absence of a father figure in an institution which discriminates against them.
Unlike Asian families, they are unused to the authority in schools, hence reject when faced it in education as they do not face this authority in th home.
Gillborn and Youdell: students are sacrificed for the sake of league tables due to a teacher belief that they generally present disciplinary problems and the controlling of this surpasses academic concerns, also underestimating their future achievements .
This discipline issue diverts focus away from a racist society, education system and economic deprivation.
Interactionist: higher levels of exclusions and lower setting and streaming.
Compensatory education
An educational policy that aims to counter the effects of cultural deprivation.
Sure Start: In the UK, aims to support the development of pre-school children in deprived areas, proving a lacking socialisation.
Racism in wider society
Face direct and indirect discrimination at work and in the housing market, hence are more likely to be in low pay jobs, if at all, affecting their children’s educational opportunities, such as school trips.