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Ethnic Differences in Achievement - Coggle Diagram
Ethnic Differences in Achievement
Statistics
Chinese and Indian Pupils achieve more than 5 A*-C GCSEs than other ethnic groups
Eastern Europeans
Pakistanis & Bangladeshis do better than white and black boys
the lowest performing ethnic groups (achieving A*-C GCSEs) are black WC boys followed by white WC boys
Hastings - white pupils tend to progress less than Black or Asian pupils between the ages of 11-16. If this trend keeps going then white pupils will become the lowest performing ethnic group
External
Cultural Deprivation
Linguistic Skills
EAL (english as an additional language) - ethnic minorities are likely to have english as their second or third language so easier to underachieve
Evaluation - if EAL matters then why is it that Indian and Chinese students do the best (Driver)
Attitudes and Values
different ethnic groups are socialised into different attitudes and values
Arnott suggests the media have created a negative anti-school role model for Black pupils in paticular which he describes as 'the ultra tough ghetto superstar' reinforced through rap lyics and MTV videos
Gillbourn and Youdell - teachers percieved WC and black pupils to have low abilities and to be failing even when they were doing very well
Family Structure and Parental Support
sociologist blame dysfunctional family types and African Carribean lone parenthood - the lack of masculine role models makes it difficult for the female to adequate the children properley, especially the boys (Murray)
Evaluation - matrifocal households may be beneficial for young girls
Scruton - low achievement is the result of ethnic minorities unable to embrace and adapt to british culture
Pryce - asian culture in the UK is more cohesive than Black culture and can easily ignore racism compared to black people and are not effected by low self esteem leading to educational failure
Lupton - asian households are much more liekly to punish their children than other ethnic groups
Driver and Ballard - argues Asian families have a much more pro-school attitude and are less likely to be lone parent households so the children have a larger support network
Evaluation
Driver - matrifocal households are good for african carribean girls as they do very well in schools
Keddie - says that culture is to blame rather than seeing them as victims of educational failure
Ignores multiculturalism
relies on generalisations
ignores compensatory education
Material Deprivation
Flaherty - Pakistanis & Bangladeshis are 3x more liekly than whites to be in the poorest 1/5 of the population
Africans, Pakistanis and Bangladeshis are 3x more liekly to be unemployed than Whites
15% of minority groups live in overcrowded homes (2% for whites)
Pakisatnis are 2x as likely to be in semi unskilled jobs compared to whites
Link to Windrush
Evalauation - chinese pupils are liekly to be materially deprived despite them being high achievers
Swann Report - social class accounts for the majority of differences between ethnic groups and achievement
Racism in Society
Noon - sent the same CVs to a company and changed surnames to some being ethnic names and replies to the 'White' candidates were more helpful and informative
Rex - racism leads to social exclusion accordingly poverty and shown in housing employment and education. Racism also leads to discrimination both inside and outside the school
Mason - discrimination is a continuing and persistent feature of the experience of britain's citizens of minority ethnic origin
Internal
Labelling and Teacher Racism
Becker - labelling
Gillbourn and Youdell - rationing education - teachers quick to discipline black pupils than others for similar behaviour as they held radicalised expectations
teachers misinterpret behaviour and see black pupils as anti authority and creates conflict between teachers and pupils which reinforce stereotypes
Bourne and Foster - black boys are seen as threats and more liekly to be placed in lower sets and streams
Wright - Early Education - asian upils are victims of labelling due to teachers ethnocentric views (assuming british cukture and standard english are suerior) menaing many asian uils are left out of discussions and anmes are mispronounced leading to marginaliation
Pupil Responses and Subcultures
Fuller - rejection of labels - studied a group of black irls who were in lower streams yet were achieving highly as th girls did not conform to all the values of the school but did value educational success nough to push themselves
Mac an Ghaill - similar study with black and asian a levl pupils
both studies show how labelling does not always follow the same negative pattern
Mirza (CAN USE IN SEPERATE PARAGRAPH) - highlights how some pupils are not able to develop coping strategies when faced with teacher racism and labelling - the colour blind (believed all pupils are equal but in practise allowed racism to go unchallenged) - liberal chauvenists (believed balck pupils to be culturally deprived and thus have low exepectations of them) - Overt Racists (believe black pupils are inferior and actively discriminate against them)
the colour blind - believed all pupils are equal but in practise allowed racism to go unchallenged
liberal chauvenists - believed black people to people culturally deprived and thus have low expectations of them
overt racists - believe black pupils are inferior and actively discriminate against them
the girls were selective with what teachers to talk to and chose to get on with their own work but this limited their options and help
Sewell - Loose Cannons - teachers hold a stereotype of 'black machismo' (seeing black pupils as rebellious and anti authority).
conformity - the majority of black pupils accepted the values of the school were eager to succeed
rebellion - the most influential group but still a minority. These rejected the values of the school and opposed the school by joining a peer group. These reinforced the negative stereotypes
retreatism - a small minority of people that isolated and excluded themselves from peer groups and subcultures and usually kept a low profile
innovation - the second most popular group or are pro education and anti school. They distanced themselves enough from conformity to still get credit from the rebells but they still valued education and doing well
Ethnocentric Curriculum
Troyna and Williams - the national curriculum is specifically british and focuses only on white culture ignoring non european languages, literature and music
Ball - the term little englandism t show how curriculum focuses on white british culture and tries to recreate a mythical age of empire and past glories while largely ignoring the history of black and asian people
Coard - highlights how black culture and history is taught to be primitive and how white people civilised such groups
often taught that white is connected to good and pure whereas black is connected to evil
Selection and Segregation
Gillborn - marketisation of education puts ethnic minorities at a disadvantage as schools can be more selctive of who they enrol
Moore and Davenport - support this view by suggesting that schools create ethnic segregation
Commission for Racial Equality has also found links to the following
racist bias in enrolment interviews
lack of information available in minority languages
minority parents are often unawae of enrolment procedures
Institutional Racism
ethnocentric curriculum can be seen as an example of institutional racsim
Hatcher - racist behaviour is often unchallenged and ignored in many schools. There are a lack of formal strategies in place to deal with suggest events
Troyna argues that the lack of provision for teaching asian languages is a form of institutional racism a it puts certain asian groups at a disadvantage on a day-to-day basis
individual racism - results from the prejudice views of individuals
institutional racism - results from the inbuilt discrimination of institutions such as the police, social services etc