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Ethnic differences in achievement - Coggle Diagram
Ethnic differences in achievement
External factors
3).Material deprivation
Pakistanis
and and
Bangladeshi
are over
three times more likely
than
whites
to be in the
poorest fifth
of the
population.
Class differences
between
whites
and
Indian's
against
Bangladeshi
and
Pakistanis
mean that
P
and
B
usually do
worse
Gillborn
argues that
social class factors
do not
override
the
influence
of
ethnicity
because if you
compare pupils
in the
same social class
but of
different race
means there will be
inequalities
Palmer
found that
almost 1/2
of
all ethnic minority children live
in
low income households
, as
against a 1/4 of white children
.
1).Cultural deprivation
Family structure
The
New Right
feel that
without a male role model children
will
under-achieve
and they may not in
brace mainstream British culture
and so
will under-achieve
Pryce
found that
family structure
was a major contributor for
under achievement
for
black-Caribbean families
and are
less resistant
to
racism
so
have low self-esteem
In contrast,
Asian families
are
more resistant
so have
more self-esteem
and
achieve better
There are
mostly dysfunctional family structures
as
many black families
do
not have
the
breadwinner
as the
father lef
t at a
young age
, so the
family
is
headed
by
lone mother
Intellectual and linguistic skills
Is a major
cause
of
under-achievement
Bereiter
and
Engelmann
found that the
language spoken
by
low-income black families
are
inadequate
for
educational success
Yet, the
Swann report found
that
language
was
not a major factor
is
success
and
Gillborn
also found that
Indian students
, who
spoke other languages
still did well
Attitudes and values
Many
black children
are
socialised
into
anti-school sub-cultures
meaning they are
fatalist (Sugarman)
Lack
of
motivation
from
black parents
are a
major cause
of
failure for black children
Sewell
-
Chinese
and
Indian pupils benefit
from
supportive families
with an
'Asian work ethic'
Compensatory education - SureStart, Operation Head Start
2).Racism in the wider society
Mason
found that there is
still discrimination
from
British citizens
on
ethnic minority groups
Noon
did an
experiment
where
he sent
an
application
with the
same qualifications
and
information
but the
only change
was the
names
with one saying
"Evans"
and the other saying
"Patel"
they were more
"encouraging"
with the
white
Culture of poverty
Fatalism
and
immediate gratification
(
lack
of
motivation
to
succeed
)
claims that
children
from
low income black families lack intellectual
Lack
of
male role model
(may
turn to anti-educational macho 'gang culture')
Criticisms
Compensatory education
imposes
dominant white middle-class culture
on
minority ethnic groups pupils' own culture.
Keddie - 'victim blaming'
Ball
-
ethnic minority parents
are at a
disadvantage
because they are
less aware
of how to
negotiate
the
British education system
Internal factors
Pupil responses and sub-cultures
Fuller and Mac
black girls
put their
anger
about
racist teachers
into
their educational achievement
and
didn't limit
who they
were friends with
, they had
black friends
from
all sets
of the
school
But
didn't seek
the
approval
of
teachers because they disliked them
Studies show that
not all pupils
who are
negatively labelled accept
/ conform to label.
FULLER
- high-achieving year 11 black girls,
MAC AN GHIALLS
-
black
and
Asian 'A' level students
SEWELL
-
black boys
adopted a
range
of
response
to
teachers racist labelling
of being
rebellious and anti-school
Despite on
small minority fitting 'black macho lad'
teachers
tended
to see them all this way.
resulted
in
underachievement
of
many boys,
not
just rebels
MIZRA(1992)Failed strategies of avoiding racism-
He
studies ambitious black girls
who had
high self esteem
showed that they were
restricted
in their
achievement
by the
copying strategies
to
avoid racist teachers
. (avoid asking teachers for help)
Labelling and teacher racism
Gillborn
and
Youdell
argue that
teachers
were
quicker
to
discipline black pupils
than others for the
same behaviour,
this is because of
"racialised expectations"
The
mispronounced
of
pupils names
meant that they
felt isolated
and
mocked
Teachers under-estimate Asian pupils
and
talk simplistic
and
down to them
The ethnocentric curriculum
Images
of
black slaves
undermine
black pupils self-esteem
Schools concentrate
on
mainly Christian holidays ignoring ones such as Eid, for the Muslims
History curriculum teaches
of a
magical British empire that conquered all
Labelling
WRIGHT
- (
Asian Pupils
)
Asian primary schools
:
teachers
assumed
children
had
poor grasp
of
English, mispronounced names,
saw as
problem
that
could be ignored
.
CONNOLLY
-
teachers
and
students
saw
Asian boys
being
treated
as
more feminine,
vulnerable and
less able
to
protect themselves
.
GILLBORN AND YOUDELL
- in
one area black pupils
were
highest achievers
when
entering primary school
- when it came to
GCSE
they had
fallen 21 points below average.
Schooling to blame not background
racialised expectations' (labels)
-
expected
more
problems
with
behaviour
- felt their
teachers underestimated
their
their ability
and
picked on them
Causes under-achievement because:
higher levels of black boys
being
excluded
, and
black pupils
being
placed in lower sets/streams
*Institution Racism
*
discrimination
that is
built into
the
way institutions
such as
schools etc.
Marketisation and Selection
GILBOURN
-
marketisation
gives
schools more scope
to
select pupils
, an put
ethnic minority students
at a
disadvantage
,
The Commission of Racial Equality(1993)
-
Racists bias interviews
,
lack of information forms
of in
minority language
and etc.