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Education - Coggle Diagram

- - - - By contrast…
        
        Middle class pupils tend to benefit from streaming
        
        They are likely to be placed in higher streams as the teachers bore them as the ideal pupils
        
        As a result, they develop a more positive self concept
        
        For example, Douglas found that children put in a higher stream at ages 8 have a higher IQ score at aged 11
    - - Educational triage:
        
        Gillborn and Yudell call this process educational triage.
        
        Triage means sorting.
        
        Triage is usually used in the medical field referring to patients by splitting into 3 categories. The A-C economy produces educational triage:
        
        Those who will pass and can be left alone
        
        Those with potential, and will be helped to get a C+
        
        Hopeless cases, who are doomed to fail.
- - - - According to Palmer (2012):
        
        Almost ½ of all ethnic minority children live in low-income households, as against ¼ of white children
        
        Ethnic minorities are almost 2x more likely to be unemployed compared to whites.
        
        Ethnic minority households are around 3x more likely to be homeless.
        
        Almost ½ of Bangladeshi and Pakistani workers earned under £7 per hour, as against ¼ of white British workers.
        
        There are many reasons why some ethnic minorities may be at greater risk for material deprivation which include:
        
        Living in economically depressed areas.
        
        Cultural factors.
        
        A lack of language skills and foreign qualifications.
        
        Asylum seeks may not be allowed to take work and racial discrimination.
        
        Such inequalities are reflected in the proportion of children from different ethnic groups who are eligible for free school meals.
        
        The MD explanation argues that such class differences explain why Pakistani pupils tend to do worse than Indian and white pupils.
      - Does class override ethnicity?
        
        If we fail to take different class positions of ethnic groups into account when we compare their educational achievements, there is a danger that we may over-estimate the effect of cultural deprivation and under-estimate the effect of poverty and material deprivation
        
        For example, in 2011, 86% of Chinese girls who received free school meals achieved 5 or more higher grade GCSE’s, compared with only 65% of white girls who were not receiving free school meals.
        
        Modood (2004) found that, while children from low-income families generally did less well, the effects of low-income were much less for other ethnic groups than for white pupils.
    - - Mason (2000) says that ‘discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin’
        
        Rex (1986) shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, for instance, discrimination means that minorities are more likely to be forced into substandard accommodation that white people for the same class.
        
        Wood et al (2010) sent 3 closely matched jobs applications to each of almost 1,000 job vacancies. These came from fictitious applicants using names associated with different ethnic groups. They found that only 1:16 ‘ethnic minority’ applications were offered an interview, as against to 1:9 ‘white’ applicants.
    - - Family structure and parental support:
        
        Moynihan (1965) argues that many black families are headed by a lone mother, and their children are deprived of adequate care as they must struggle financially in the absence of a breadwinner. The father’s absence also meant that boys lack an adequate role model of male achievement.
        
        Moynihan sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school and become inadequate parents themselves.
        
        Murray (1984) argues that a high rate of lone parenthood and a lack of positive male role models leads to the underachievement of some minorities.
        
        Scruton (1896) sees the low achievement levels of some ethnic minorities as resulting from a failure to embrace mainstream British culture.
        
        Pryce (1979) claims that Asians are higher achievers as their culture is more resistant to racism and gives them a greater sense of self-worth. By contrast, black Caribbean culture is less cohesive and less resistant to racism, therefore many black pupils have low self-esteem and underachieve.
      - White working-class families:
        
        McCulloch (2014) found that ethnic minority pupils are more likely to aspire to go to university than white British pupils.
        
        She studied 4 mainly working-class schools and found that teachers reported poorer levels of behaviour and discipline in the white working-class schools, teachers blamed this on lower levels of parental support and the negative attitude that white working-class parents had towards education.
        
        Evans (2006) argues that street culture in white working-class areas can be brutal and so young people have to learn how to withstand intimidation and intimidate others.
      - Attitudes and values:
        
        Most children are socialised to the mainstream culture, which instils ambition, competitiveness and willingness to make the sacrifices necessary to achieve long-term goals. This equips them for success in education.
        
        In contrast, some black children are socialised into a subculture that instils a fatalistic, ‘live for today’ attitude that does not value education and leaves them unequipped for success.
      - Criticisms of Cultural Deprivation:
        
        Driver (1997) says it ignores the positive effects of ethnicity on achievement. He shows that the black Caribbean family provides role models of strong independent women. Driver argues that this is why black girls tend to be more successful in education than black boys.
        
        Lawrence (1982) challenges Pryce’s view, he argues that black pupils under-achieve not because of low self-esteem, but because of racism.
        
        Keddie argues that ethnic minority children are culturally different, not culturally deprived. They underachieve because schools are ethnocentric.
      - Intellectual and linguistic skills:
        
        It’s argued that many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they haven’t been able to develop reasoning and problem-solving skills.
        
        Bereiter and Engelman consider the language spoken by low-income black American families as inadequate for educational success. They see it as ungrammatical, disjointed and incapable of expressing abstract ideas.
      - Asian families:
        
        Lupton (2004) argues that adult authority in Asian families is like the model that operates schools.
        
        She found that respectful behaviour towards adults was expected from children. This had a knock-on effect on the school since parents were more likely to be supportive of school behaviour policies.
      - Compensatory education:
        
        The aim of Operation Head Start in the USA was to compensate children for the cultural deficit they are said to suffer because of deprived backgrounds.
      - Fathers, gangs and culture:
        
        Sewell (2009) argues that the problems as a lack of fatherly nurturing or ‘tough love’, this results in black boys finding it so hard to overcome the emotional and behavioural difficulties of adolescence.
        
        In the absence of the lack of nurturing fathers, street gangs of other fatherless boys offer black boys ‘perverse loyalty and love’, these present boys with a media-inspired role models of anti-school masculinity.
        
        Arnot (2004) describes this as ‘the ultra-tough ghetto superstar, an image constantly reinforced through rap lyrics and MTV videos.’
        
        Sewell says “The biggest barrier facing black boys is actually black peer pressure. We need to talk about how black students discourage their peers”
- - - - Use of income:
        
        Bernstein and Young (1967) found middle-class mothers are more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development.
        
        Working-class homes are more likely to lack these resources.
        
        Educated parents also have a better understanding of nutrition and its importance on child development and higher income which is used to buy more nutritious food.
        Class, income and parental education:
        
        Feinstein notes that parental education has an influence regardless of class or income.
        
        Even within a given social class, better-educated parents tend to have children who are more successful at school.
      - Parenting Style:
        
        Educated parents' parenting style emphasises consistent discipline and high expectations of their children.
        
        Less educated parents'[ parenting style is marked by harsh or inconsistent discipline that emphasises 'doing as you're told' and 'behaving yourself'.
        Parents' educational behaviours:
        
        Educated parents are more aware of what is needed to assist their children's educational progress.
        
        They are also better able to get expert advice on childrearing, more successful in establishing good relationships with teachers and better at guiding their children's interactions with the school.
    - - Compensatory education:
        
        These programmes aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas.
        
        One famous example is Operation Head Start in the US. Its aim was 'planned enrichment' or the deprived child's environment to develop skills and instil achievement motivation.
        
        Sesame Street was initially part of Head Start.
        
        In Britain, there are Educational Priority Areas (EAPs), Education Action Zones (EAZs) and Sure Start.
      - The myth of cultural deprivation?
        
        Keddie (1973) describes cultural deprivation as a 'myth' and sees it as a victim-blaming explanation.
        
        She dismisses the idea that failure at school can be blamed on a culturally deprived home background, and points out that a child can't be deprived of their own culture. Instead, working-class children are culturally different, not deprived.
        
        Troyna and Williams (1986) argue that the problem isn't the child's language, but the school's attitude towards it.
        
        Blackstone ad Mortimore (1994) argue that WC parents attend fewer parents' evenings as they work longer/less regular hours or are put off by the school's middle-class atmosphere.
    - - Speech codes:
        
        Bernstein distinguishes between 2 types of speech codes:
        
        Restricted code: used by the working class.
        
        Limited vocab, based on the use of short, unfinished and simple sentences.
        
        Predictable and may only involve one word or a gesture.
        
        Context bound, the speaker assumes that the listener shares the same set of experiences.
        
        Elaborated code: used by the middle class.
        
        Wider vocab, based on longer and more complex sentences.
        
        Speech is more varied and communicates abstract ideas.
        
        Context-free, the speaker doesn't assume the listener shares the same experiences.