Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 2 - Topic 3 - ethnic differences in achievement - Coggle Diagram
Chapter 2 - Topic 3 - ethnic differences in achievement
External factors:
White pupils make less progress between 11-16 thank Black or Asian pupils = white may soon become the worst performing ethnic group in the country.
Underachievement as result of inadequate socialisation, the 3 main aspects are: intellectual and linguistic skills, attitudes and values, family struc and parental support.
Children from low income black families: lack intellectual stimulation and enriching experiences = poorly equipped for school.
Bereiter and Engelman
Material deprivation: substandard housing and low income, ethnic minority are more likely to face these problems.
Guy Palmer:
almost half of children from ethnic minority group live in a low-income household.
other reasons: many live in economically depressed areas, lack of lang skills, radical discrimination in the labour and housing market.
Indian and Chinese: materially deprived, still achieve better than most -
suggests that material deprivation and social class factors doesn't completely override the influence of ethnicity.
Tariq Modood:
effects of low-income were much less for other ethnic groups than for white pupils.
John Rex
: radical discrimination leads to social exclusion and worsens the poverty faced by ethnic minorities.
Wood et al
: 1/16 'ethnic minority applicants were offered an interview in comparison to 1/9 'white' applicants.
Driver
: cultural deprivation ignores positive effects of ethnicity on achievement (e.g. positive role models).
Lawrence
: against Driver's view - pupils under-achieve b/c of racism.
Keddie
: ethnic minority children are culturally different, not culturally deprived.
2 main alternatives for compensatory education: - Multicultural education: policy that recognises and values minority.
Anti-racist education: challenges the prejudice and discrimination.
Internal factors:
Teachers often label black and Asian pupils as being far from the 'ideal pupil' = negative labels may lead teachers' to treat ethnic minority pupils differently.
Foster
: teacher's stereotype = results in stream (being placed in lower sets), self-fulfilling prophecy and underachievement
Lack of motivation = major cause of failure for black children. Some black children are socialised into a subculture that instils a fatalistic 'live for today' attitude that doesn't value education.
Failure to socialise children adequately is the result of a dysfunctional family struc.
Daniel Moynihan
= black families led by lone mothers = children deprived of adequate care b/c of financial struggle.
Father's absence = boys lack role model. Creates a cycle of inadequate parenting.
New Right - Charles Murray:
:arrow_up: rate of lone parenthood and lack of positive male role models = underachievement of some minorities.
Roger Scruton
: low-achievement as a result of failure in embracing mainstream British culture.
Ken Pryce
: family struc contributes to the underachievement of Black Caribbean pupils -- slavery = lack of self worth.
Sewell:
lack of fatherly nurturing or 'tough love', results in black boys finding hard to overcome the emotional and behavioural difficulties of adolescence.
In the absence, gangs offer black boys 'perverse loyalty and love' = subject themselves to powerful anti-educational peer group pressure.
Andrew McCulloch:
ethnic minority pupils are more likely to aspire to go to UNI than white British pupils.
Gillian Evans:
street culture in white working-class areas is brutal = young 'ppl' have to learn how to withstand intimidation and intimidate others.
Gillborn and Youdell
: teachers expect black pupils to present more discipline problems and mistake their
behaviour and threatening.
They found that teachers were quicker to discipline black pupils than others for the same behaviour.
Bourne
: schools tend to see black boys as a threat.
Osler
: black pupils appear more likely to suffer from unrecorded unofficial exclusions.
Racism and negative labelling - research shows that pupils can respond to this by:
Becoming disruptive or withdrawn
Refuse label and may decide to prove it wrong.
Archer:
Chinese students were simultaneously praised and view negatively by teachers. They were seen as having achieved success in the 'wrong way' - through hard-work.
Archer
- dominant discourse constructs 3 different pupil identities:
Ideal pupil identity (PI): white, middle-class, 'normal sexuality', natural abilities and initiative.
Pathologised PI: Asian, often with oppressed sexuality, seen as culture bound, a slogger who succeeds through hard work rather than natural ability.
Demonised PI: black/white working-class, seen as unintelligent and culturally deprived.
Archer
: ethnic minority pupils are likely to be labelled pathologised pupils.
Mirza
identifies 3 main types of teacher racism:
1) Colour blind: believe all pupils are equal but allow racism.
2) Liberal chauvinist: believe black pupils are culturally deprived = low expectations.
3) Overt racist: believe black are inferior and discriminate them.
Example of pupils responding by rejecting negative labels:
Mary Fuller's
study of a group of black girls in a comprehensive school. Labelled untypical b/c they were high achievers in a 'skl' where most black girls were placed in low streams.
Instead of accepting label, they 'channelled their anger'. Didn't seek approval from teachers and had a 'lack of concern' for school work.
Research highlights: pupils can still succeed even when they refuse to conform and negative labelling doesn't always lead to failure.
Sewell
- 4 responses to racism:
Rebels: most visible and influential group (minority of blacks), often excluded from skl, peer-pressured others.
Conformists: largest group, keen to succeed, accepted skl's goals and had friends from different ethnic groups.
Retreatists: tiny minority, isolated/disconnected, picked on by rebels.
Innovators: 2nd largest group, pro-education but anti-school, valued success but didn't seek approval.
Sewell
: only a small minority fit the stereotype of the 'black macho lad' portrayed by teachers.
Troyna and Williams
: how schools discriminate against ethnic minorities -
Individual Racism: prejudiced views from teachers.
Institutional racism: discrimination built into schools.
Gillborn
: marketisation allows negative stereotypes to influence decisions abt skl admissions.
Moore & Davenport'
: selection procedures lead to ethnic segregation. Some skl procedures favour the white and disadvantaged those from ethnic minority backgrounds.
Commission for Racial Inequality: racism in skl = ethnic minority children are more likely to end up in unpopular skls, the reports identify:
stereotypes of minority langs
racist bias in interviews
Ethnocentric: attitude that gives priority to the culture/viewpoint of one particular ethnic group.
Gillborn
: "assessment game" is rigged to validate the dominant culture's superiority.
Gifted and talented programme: aim of meeting the needs of more able pupils,
Gillborn
: whites are twice as likely as Black Caribbeans to be identified as gifted.
Exam tiers: initiative to raise Black Caribbean pupils' achievement, blacks were more likely than whites to be entered for lower tier.
Access to opportunities depend heavily on teachers' assessments of pupils' ability.
Gillborn & Youdell
: teachers make false assumptions abt the nature of pupils 'ability', they see potential as a fixed quality that can be measured. Secondary skls are increasingly using old-style intelligence tests to allocate pupils to different streams.
Gillborn
: hardworking model minorities conceals the fact that the education system is institutionally racist -
• it makes the system appear fair and meritocratic
• it justified the failure of other minorities
• ignores the fact that model minorities still suffer racism in schools.
Sewell
: external factors (peer groups, street culture, lack of a nurturing father) are more important in producing under-achievement.