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Education - Coggle Diagram

- - - - Pupil identities
        
        The pathologised pupil identity = Asian, 'deserving poor', supressed sexuallity, over achieving, succeeds through hard work.
        
        The demonised pupil identity = black or white, working class, hypersexualised, unintelligent, peer-led, culturally derived underachiever.
        
        The ideal pupil identity = white, middle class, straight, succeeds with natural ability.
        
        Archer; Chinese pupils = negative pathologicalised view despite over achieving.
      - Pupil responses and subcultures
        
        Fuller and Mac an Ghaill studied a group of black girls in a secondary school. They were really high achievers but were placed in ow sets and streams. They rejected their labels and took their anger out on educational success.
        
        Mirza: failed strategies for avoiding racism
        
        The liberal chauvinists = believe black pupils are culturally deprived and have low expectations of them.
        
        The overt racists = believe that black people are inferior and so discriminate against them.
        
        The colour blind = teachers who believe al pupils are equal but in practice allow racism to go unchallenged.
        
        Sewell: the variety of black boys' responses
        
        The rebels = a small minority of black boys who rejected goals and rules of the school, forming anti-school subcultures
        
        The conformists = the largest group, who were keen to succeed, accepted the schools goals and rules, and befriended pupils from other ethnic backgrounds. Not part of a subculture, and anxious to be stereotyped by peers and teachers.
        
        The retreatists =m tiny minority of isolated individuals who were disconnected from both school and black subcultures. They were despised by the rebels.
        
        The innovators = the second largest group, who're pro-education but anti-school. They value success but didn't seek the approval from teachers.
      - Labelling and teacher racism
        
        Gillborn and Youdell (2000) teachers quicker to prosecute black students, from a result of radicalised expectations
  - - - Maternal deprivation and class
        
        Almost half of all ethnic minority children live in low income households compared to 1/4 of white children.
        
        Ethnic minorities are almost twice as likely to be unemployed compared to white people.
        
        Ethnic minority households are 3 times as likely to be homeless.
      - Cultural deprivation
        
        Attitudes and values = cultural deprivation theorists blame lack of motivation as the cause for the failure of black children. They believe they have a fatalistics 'live for today' attitude.
        
        Family structure and parental support = The new right member Charles Murray argues that high rates of lone parenthood and lack of male role models leads to underachievement of some minorities. Ken Pryce (1979) sees family structure as contributing to the underachievement of black caribbeans people in britain. He claims that asian people are higher achievers because their culture is more resistant to racism and gives them a greater sense of self worth. Sewell: fathers, gangs and culture - argues that the absence of father as role models has lead to black pupils underachieving. Sewell sees the problem as a lack of tough-love and as a result this leads to joining street gangs to offer boys loyalty and love.
        
        Intellectual and linguistic skills = the lack of theses skills leads to underachievement for many minorities. This leaves the poorly equipped for school as they haven't developed reasoning and problem solving skills. Engelmann considers language spoken by low income black American families as inadequate for educational success. Speaking a second language at home can be factored into this too, however there isn't much evidence to show that it negatively affects educational achievement.