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Ethnicity & Educational Attainment - Coggle Diagram
Ethnicity & Educational Attainment
TRENDS: Chinese achieve the highest (80% GCSEs), white achieve just under 60%, gypsy achieve the worst (10%) Black achieve 50%
In 1990's black boys were the lowest achieving ethnic & social group, it is now white wc boys.
EXTERNAL FACTORS
DRIVER & BALLARD: Argue that Asian family culture brings educational benefits- parents having a positive attitude towards school
DRIVER: Surveyed school leavers & found that Afro Carribean females did better than white children, as the matrifocal family tradition of female Jamaica was passed to them through strong female role models
MODOOD: Indian & Asia students have positive cultural capital which results in them getting good jobs
THE SWANN REPORT: Asian families are close knit, provides support for homework & a refuge from racism. Black families lack this support from extended families & underachieve & respond more negatively to racism
TIZZARD (AO3): Found the undersupportive black family is a myth. "a myth of underachievment for black women"- girls in study did better in exams than black boys & white kids
Back families are just as supportive.
Challenges the labelling theory- racism= no impact on self esteem of black girls
STRAND: Indian & Asian students do well in education. Indian & chinese families have higher levels of parental control & expectations. Afro carribean students suffer from material deprivation
CHUA: Chinese parents are tiger parents- strict/ demanding parenting. They push their children to attain high levels of academic achievement
NEW RIGHT- MURRAY: African Caribbean communities have relatively high single parent rate. Murray believes this contributes to under achievement
INTERNAL FACTORS
INSTITUTIONAL RACISM: Describes societal patterns that impose oppressive/ otherwise negative conditions on idetifible groups on the basis of race. May come from the government, schools/court
CONOLLY: Studied 5-6 year olds in multi ethnic inner city primary school. Teachers lack sensitivity towards aspects of culture, they pay less attention to asian girls & black boys are punished more
THE SWANN REPORT (1985): schools are institutionally racist
AO3: there are equality & diversity policies in school (eg you have to learn about Nazi Germany)
COARD: The ethnocentric curriculum (attitude that gives priority to the culture & viewpoint of one particular ethnic group & disregarding others) report in 1970's. Teachers expected Black children to fail- created a self fulfilling prophecy (invited up to expectations). Black children placed in lower sets. Education ignores black children. (Eg white history & exams during ramadam)
GILLBORN 1990- Found that Afro carribean boys were more likely to be give detention than other pupils. Teachers misinterpreted dress & the manner of Afro Caribbean pupils as presenting a challenge to authority (He calls this 'myth of black challenge') Thus, in turn these pupils responded in accordance with their labels as being unruly and difficult to control
SEWELL 1996: Suggested that, due to their socialisatin into negative stereotypes, some teachers were actually 'fearful' of block
HALL- teacher racism & labelling. Hall, a marxist said that 'low self esteem in black pupils is caused by racism which creates hostility towards education. African Caribbean students therefore leave school & get low paid jobs' Also said that African Caribbean boys create a culture of resistance