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education-ethnicity, if black children succeed as a group, the rules will…

- - - - black children were highest achievers on entry to KS1
        
        but by GCSE they have the worst results of any ethnic group
    - - black children are a threat and get labelled negatively which leads to exclusion
    - - teachers are quicker to discipline black children
    - - teachers held ethnocentric views-british culture is superior
      - teachers left asain pupils out of class discussions and used simplistic language to speak to them as they assumed the pupils had a poor gras on english
    - - hard to prove teachers are racist
      - research is very personal and subjective
  - - - educational triage
        
        negative stereotypes about black ability
        
        'hopeless cases'
    - - black children are placed in lower sets due to the assumption they are badly behaved
  - - - 3 stereotypical ethnic identities
        
        ideal pupil-white mc boy
        
        pathologised pupil-asain girl,LGBTQ+
        
        demonised pupil-black pupil and white wc unintellegent
  - - - studied high achieving black girls in London
      - most of them were in lower sets
      - girls challenged their labels-no self fulfilling prophecy
        
        didn't seek teacher's approval
      - anti-school, but pro education
      - didn't look at boys
    - - studied ambitious black girls who experienced racism
      - racist teachers discouraged ethnic minorities
      - 3 types of teachers
        
        colour blind
        
        all students are equal
        
        liberal chauvinists
        
        bc are culturally deprives so teacher's have low expectations
        
        overt racists
      - didn't look at white pupils
  - - - em underachieve due to institutional racism
        
        racism is built into the way a school or society run
    - - there is 'locked in inequality in schools'
        
        idea that inequality is so large and prevalent and a part of a school life that is self perpetuating
  - - - now heavily market themselves
    - - led schools to favour white pupil and market themselves to certain ethnicities they want to appeal to
      - em fail in education as they struggle to get into the better schools
  - - - curriculum is focussed on white people and british power
    - - the national curriculum ignores non-european languages,litrature and music
  - - - the assesment game is rigged to elevate the doninant cultures superiorosity
  - - - gifted and talented programmes do not help those of em backgrounds
      - teachers make a false assumption about pupils ability and potential which can lead to underachieving
- - - - Bereiter and Engelmann
        
        consider that the language spoken by income black American families does not prepare students for success at school
        
        they speak in an ungrammatical way and are incapable of articulating and talking about abstract ideas
      - ethnic minority groups do not all have english as their first language-so may be held back educationally
      - there is not much difference in statistics regarding whether english is their first language or not
    - - black children are socialised into a culture that is fatalistic
    - - Scruton
        
        students from ethnic minorities underachieve because they do not embrace mainstream british culture
      - Murray
        
        high rates of lone parent families and lack of positive role models in black families leads to the underachievement of some em
        
        Driver-black carribean families produce good role models, especially for girls
      - Pryce
        
        black caribbean families leads to underachieving
        
        less resistant to racism and will have low self esteem
        
        black children are culturally weak and unable to rise above racism
        
        when enslaved, they lost their culture,language and religion have been lost
        
        very steryotypical
        
        racist if he wasn't black
        
        asian families are more resistant to racism and their culture gives them a greater sense of self worth so they will try better in school
        
        Lawrence-not low self esteem, but rather it is racism
      - Sewell
        
        black boys find it harder to overcome the emotional challenges of adolescence
        
        give into anti-education peer pressure from black peers
        
        black boys need to have greater expectations put on them to encourage them to do well
        
        deterministic
        
        Indian and Chinese students do better in school as they benefit from the 'asian work ethic'
        
        stereotypical
        
        Gillborn-it is institutional racism that causes black boys to do worse
      - Lupton
        
        in asain families the authority structure is similar to school
        
        they are taught to be respectful to adults
    - - they are culturally different
  - - - compared to white children
      - lt-will go down in family
      - st-will struggle to buy books for school
    - - lt-less determination
      - st-will struggle to get a job
    - - low self esteem
      - less motivation
    - - won't get a job in future so doesn't need to do well in education
      - won't try in school
    - - cannot find work that suits their qualifications
      - bad attitudes
    - - clear link between lack of finances and low educational achievement of afro carribean students
      - facts and figures to back up idea of material deprivation
    - - racism leads to social exclusion and this worsens poverty
      - minorities are more likely to be forced into substandard accommodation
    - - 1 white person to 2 em-job applications
      - 1/6 em were offered a interview, 1/9 for white ethnicity
    - - difficult to generalise em together as there are so many races