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ethnic differences in education - Coggle Diagram
ethnic differences in education
external factors
cultural deprivation
intellectual and linguistic skills
they argue that children from low income black families lack intellectual stimulation and enriching experiences
Bereiter and Engelmann
consider language spoken by low income black American families as inadequate for educational success
Gilborn and Mirza
Indian pupils do very well despite not having English as their home language
attitudes and values
cultural deprivation theorists see lack of motivation as the cause of failure for may black children
some black children are socialised into a subculture that instils fatalistic values
family structure and parental support
Moyinhan
many black families are headed by a lone mother and thier children are deprived of adequate care
Murray
high rate of lone parenthood and lack of male role model leads to underachievement of some minorities
Pryce
Asian pupils are higher achievers due to their resistance to racism- the difference between them and black Caribbeans is the impact of colonialism
Sewell
the issue is lack of fatherly tough love whereby black boys are finding it hard to overcome the emotional difficulties of adolescence
Asian families
Sewell
Indian and Chinese students benefit from family support and asian work ethic
Lupton
adult authority is asian families is similar to school which meant respectful behavior from children to adults was expected
white w/c families
McCulloh
ethnic minority pupils are more likely to aspire to go to university than white british
low level aspiration may be linked to lack of parental support
Evans
street culture in white w/c areas can be brutal, school can be a place where power games that young people engage in the street causes disruption in the classroom
Compensatory education
operation head start US
to compensate for children with a cultural deficit
Criticisms :
Driver
ignored the positive effect of ethnicity eg black female headed lone families gives role model to young girls
Lawrence
black pupils don't under achieve because of low self esteem but because of racism
Keddie
cultural deprivation i a victim blaming excuse
Alternative suggestions to combat
Multicultural education- recognises and values minority cultures in the curriculum
Anti-racist education- challenges discrimination within school
material deprivation
Palmer
almost half of all ethnic minority children live in low income households
ethnic minorities almost twice as likely to be unemployed compared to whites
reasons why ethnic minorities are more likely to be unemployed
many live in economically depressed areas with high unemployment and low wages
lack of language skills
asylum seekers may not be able to take work
racial discrimination in the labour market
does class override ethnicit?
Indian and Chinese pupils who are materially deprived still do better than most
Modood
children from low-income families generally did less well, the effect of low-income were much less for other ethnic groups than for whites
racism in wider society
Rex
racial discrimination leads to social exclusion which worsens the effects of poverty faced by ethnic minorities
internal factors
labelling, identities and responses
Gilborn and Mirza
black children were the highest achievers on entry to primary school but got the worst results by GCSE
labelling and teacher racism
teachers often see Black and Asian pupils as far from the ideal pupils which may disadvantage them due to differential treatment
black pupils and discipline
Gilborn and Youdell
teachers were quicker to discipline black pupils than others for the same behaviour
this is the result of racialised expectations where black pupils are seen to have more discipline problems and so their behaviour is misinterpreted as threatening
Bourne
schools tend to see black boys as a threat and label them negatively
Osler
black pupils are more likely to face unrecorded exclusions
black pupils and streaming
in the A-C economy teachers are more likely to focus on students they think will do well which tends to be white people who they see as the ideal pupil
negative stereotypes about black people mean they are more likely to be streamed lower and as such leads to a SFP
Foster
stereotypes of black pupils as badly behaved meant they were often set in lower streams than people with the same ability
Asian pupils
Wright's study found asian pupils can be victims of teacher labelling
teachers held ethnocentric views which meant that they took for granted the fact that British culture and English were superior
this meant teachers thought they had a poor grasp of english and would leave them out of group discussions
these pupils felt isolated and marginalised
pupil identities
Archer
teachers dominant discourse defines ethnic minority pupil's identity as lacking the identity of the ideal pupil
ideal pupil- white m/c masculine identity
pathologised pupil- Asian, asexual feminised identity conformist
demonised pupil- black or white w/c hyper-sexualised identity
Chinese pupils
Archer
minority pupils perform successfully can be patholigised and far from the ideal pupil
pupil responses and subcultures
Fuller
study of year 11 black girls from a London comprehensive school
they were high achievers but streamed low
channeled their anger into school
they were able to maintain a positive self-image by relying on their own efforts
study showed pupils may still succeed even when they refuse to conform
and that labelling does not always lead to failure
institutional racism
critical race theory
racism is an ingrained feature of society
locked-in inequality
Roithmayr
scale of historical discrimination is so larger there isnt a conscious decision to discriminate but it is self-perpetuating
marketisation and segregation
Gilborn
marketisation allows schools to select pupils and as such allows negative stereotypes to affect decisions on admissions
Moore and Davenport
selection procedures lead to ethnic segregation
ethnocentric curriculum
Troyna and Williams
there are meagre provisions to teach asian languages compared to European ones
Ball
criticises national curriculum for ignoring ethnic diversity
Coard
it produces underachievement by presenting colonisation as the British restoring 'primitive' peoples land
this undermines black pupils' self-esteem
Stone
argues that black children do not suffer low self-esteem
assessment
Gilborn
assessment game is rigged to validate the dominate culture's superiority
eg shift from baseline assessments in primary school to Foundational stage profile which made black pupils appear to do be doing worse than white
reasons why black people do worse in FSP
FSP is based purely on teachers' judgements
FSP is completed at the end of reception year whereas baselines assessments were done at the star of primary school
access to opportunities
Gifted and talented programm
whites over twice as likely to be identified as gifted than Black carribeans
exam tiers
Tikly et al
blacks were more likely than white to be entered for lower exam tiers
New IQism
Gilborn
teachers and policy makers make false assumptions about the nature of a pupil's ability
they potential as a fixed quality
Gilborn and Youdell
secondary schools are increasingly using old style intelligence tests to stream students which they see as no genuine measure of potential
Criticisms
black boys' underacheivement
Sewell
racism is not powerful enough to prevent individuals from succeeding
he focuses on external factors such as boys' anti-school attitudes
model minorities
over-achievement of some pupils eg Indian and Chinese pupils who do better than the white majority
Gilborn
the image of Indian and Chinese pupils as model minorities actually has some ideological functions
makes the system appear more meritocratic
justifies failure of all other minorities
ignored the fact model minorities still face racism in school