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EDUCATION, Cultural Capital, Foster - teachers stereotyping of black…

- - - - Rishi Sunak's new policy to introduce maths as a core subject until 18 will set it inline with other developed nations on the global stage
    - - PISA -
        Only focuses on limited subjects
      - The finnish system -
        Market values do not favour every system such as the finnish system which involves high spending and teacher autonomy
- - - - Bereiter and Engelman -
        Claimed that the language spoken by low income black households is inadequate for academic success
        
        Evaluation -
        Labov - Black speech is perfectly logical
        Baker-bell - This theory is anti-black linguistic and labels black speech code as inferior
      - Demie and Mclean -
        Language was not the main reason for difference in attainment for Caribbean students with low expectations and stereotyping by the teachers coming out on top.
    - - Cultural deprivation theorists would argue that some cultures socialise their children into a sub-culture that isn't valued by the education system; e.g. being too deterministic
      - Platt and Parsons
        Children from Ethnic minorities were more likely to aspire for higher paying jobs than their white counterparts
      - Archer et al -
        Ethnic minority students identified racism as the main barrier to their success
      - Keddie -
        Cultural deprivation is victim blaming - ethnic minorities are culturally different, not culturally deprived in a white ethnocentric environment
    - - Black Families
        
        Driver -
        Evaluates Moynihan by stating how caribbean families are not dysfunctional and a lone mother provides girls with a strong independent role model
        
        Moynihan -
        Argues that because many black families are headed by a lone mother they have no male role model to inspire achievement
        Cultural Deprivation is a spiral
      - Asian Families
        
        Sewell -
        Indian and Chinese Pupil's benefit from supporting families
        Asian Work Ethic
        
        There is overgeneralisations of asian achievement - different cultures achieve different things
        
        Lupton -
        The model of adult authority mirrors how schools operate. Therefore parents are more likely to support school behaviour policies
      - White Families
        
        Mculloch -
        more ethnic minority students aspired to go to university than white students
        
        Lupton -
        White-middle class males are more likely to cause behavioural problems
    - - Aiming Higher Scheme
        increasing the number of ethnic groups in higher education
      - Archer -
        Emphasise of fixing low aspirations in ethnic minorities
  - - - Indian and Chinese pupils who are materially deprived are still more likely to achieve
      - 86% of Chinese girls who received free school meals achieved 5 or more higher grade GCSEs compared to 65% of white girls who did not have free school meals
      - Modood -
        effects of low income were much less for other ethnic groups than white
  - - - Interactionalists -
        Interactionalists focus on the labels applied to children of different ethnic backgrounds by teachers.
        Teachers often see black and Asian students as being far from the "ideal student:
      - Wright -
        Teachers hold ethnocentric British views and believed that Asians were marginalised for different cultures and were seen to have a poor grasp of English
      - Archer (3 identities of pupils) -
        Ideal pupil - White, middle class. heterosexual
        Pathologized pupil - Asian, deserving poor, oppressed sexuality. Culture Bound. Overachiever
        Demonised Pupil - Black or white working class, hypersexualised. Seen as culturally deprived underachiever
        
        Archer and Francis -
        Chinese pupils have a negative positive stereotype as they are seen as never being able to fulfil the role of an ideal pupil despite what they achieve
    - - Gillborn and Youdell -
        "racialised expectations" mean that teachers were quicker to discipline black pupils for the same behaviour as white pupils.
        
        Concluded that many conflicts are due to the sterotypes held by teachers in schools rather than their actual behaviour
      - Bourne -
        Black boys are seen as a threat and negatively labelled - and therefore punishments such as exclusion lead to low academic success
      - Olser -
        Black students are more likely to suffer from unrecorded forms of exclusions such as internal exclusions
    - - Troyna and Williams -
        Individual Racism -
        results from the prejudiced views of individual teachers and others
        Institutionalised Racism - Discrimination that is built into the operations of institutions
      - Roithmayr -
        Institutional Racism is a locked in inequality in society that becomes self-perpetuating
      - Gillborn -
        Racism is so deep rooted that it is practically a feature of the education system
      - Marketisation and segregation
        
        Gillborn -
        Marketisation allows schools to select pupils, this allows negative stereotypes to influence admissions
        
        Moore and Davenport -
        American research show how selection procedures lead to ethnic segregation with minority pupils failing to get into better secondary schools due to discrimination
        
        Commission for Racial Equality -
        Racism in school admissions is still in Britain
      - Ethnocentric Curriculum
        
        David -
        Languages, Literature and music are all specifically British
        
        Ball -
        National curriculum ignores ethnic diversity and tries to create a mythical age of empire and glory
      - assessment
        
        Gillborn
        Assessments are rigged to validate the dominant culture
        
        Gifted and Talented (Gillborn) - White pupils were 5x as likely to get invited to the program than black African pupils
        
        Tikly et al -
        Black pupils were more likely than white pupils to be entered for lower tier GCSEs
      - EVALUATION -
        Why do Indian and Chinese pupils over achieve?
        Sewell would argue that we need to focus on external issues
- - - - Rise of Feminism has lead to more girls wanting to achieve higher in society, therefore education has become a priority for them to achieve. These ambitions have been made more realistic by the equal pay act etc
      - Sharpe -
        Girls priorities changed from love and marriage in the 1970s to career and independence in the 1990s
      - Evaluation -
        Does not explain why girls do better than boys - or does it? do girls hgave more ambition
    - - Increase in divorce rate -
        woman are able to feel more independent
      - Female headed lone parent families - provide a strong role model for girls
      - Woman are having less children and are staying single - this gives woman an opportunity to focus on their careers
    - - Equal pay act
        sex discrimination act
  - - - GIST (Girls Into Science and Technology) aim to encourage girls into STEM careers
      - National curriculum - Equalised opportunities by making girls and boys now having to study the majority of the same studies.
      - Education is now more meritocratic as girls have equal opportunities
    - - There are now more female teachers and head teachers in school than before. This provides a pro-education role model for girls
    - - Mitos and Browne -
        believed that girls do better than boys in course work because they are more conscientious and organised
      - Gorad -
        Found the gender gap in achievement increased when coursework based GCSEs were introduced
    - - Francis -
        Boys received more attention as they are disciplined more, therefore picked on and provided with lower expectations
        link to labelling
      - French and French -
        Boys and girls receive equal attention for academic reasons. However boys attracted more attention due to their misbehaviour
      - Swann -
        Boys are dominant in class discussions whereas girls are better at listening and cooperating. Teachers give girls more encouragement
        
        link to labelling
    - - Due to girls being seen as the more able students they get recruited to the better schools, meaning they have a better education and achieve more
  - - - Sewell
        Boys have begun failing at school due to 'feminisation', schools don't focus on traditional masculine traits like competition and leadership
      - Lack of Male role models due to disproportionally female teachers 1 in 6 teachers at primary school are male, this shows how a male role model isn't provided at an early age
        
        Evaluation -
        However, the majority of headteachers and senior staff are disproportionally male
    - - Francis -
        Boys are scared of being labelled 'smart' by their peers as it threatens their masculinity
        Working Class subcultures value Manuel work rather than academic success
      - Epstein -
        Pro-school working class boys were subject to harassment and given labels by their peers
    - - Parents spend less time reading with their sons because it is seen as a feminine activity
      - Boys interests do not encourage communication skills, whereas bedroom culture of girls does
  - - - From and early age boys and girls are dressed differently and given different toys to play with.
      - Byrne -
        Teachers encourage boys to be tough, whereas they expect girl to stay quiet and helpful
      - Murphy and Elwood -
        Boys read information books whilst girls read stories
    - - Browne and Ross -
        When given an open ended task boys designed battle ships whilst girls designed cruise ships
      - Gender domains are activities that are seen as distinctively male or female i.e cooking being a female activity
      - Gender differences in subjects can be explained as subjects such as science have more male teachers, and the textbooks show more male examples and images which leads to a subliminal connection between the gender and subject
      - Some careers are Gendered, this means that they tend to be dominated by one gender e.g. girls dominate nursing, men dominate construction
    - - Connell -
        Connell argues that schools reproduce 'hegemonic masculinity' - the dominance of heterosexual masculinity and suppression of female and queer identities
      - Feminists believe that schools reproduce the patriarchy through their practices and experiences
        
        Lees -
        Girls were called 'slags' by boys when deemed sexually able but there is no male equivalent
        
        Boys boast about their sexual exploits whereas girls get called slags for their own
        
        Mac and Ghalil -
        Anti-school subcultures of working class boys used verbal abuse to reinforce their masculine identities
        
        Haywood, Mac and Ghalil -
        Male teachers enforce gender identities through saying boys are 'acting like girls' or ignoring boys verbal abuse of girls
        
        Max and ghalill The male gaze is a form of social control where boys objectify woman through looking them up and down, boys may be labelled as 'gay' if not partaking which is another form of social control
- - - - Prepares students for work and equips them with individual skills that are needed in society
        i.e. Obedience to authority
    - - Parson believes in ideas of meritocracy:
        Individual Achievement - Everyone achieves their own status through their own effort and ability
        Equal opportunity - Everyone has the opportunity to reach their full potential
        
        Exams - Every student is provided with the same questions, therefore they believe they have equal chances to succeed
        National curriculum - Every student is taught the same topics
    - - Evaluation -
        Are the jobs with the biggest rewards always the most complex?
        Woman and Ethnic minority students often get the worse jobs - therefore are they lazy?
  - - - Evaluation -
        Willis - discovered students rebelling in school through the laddish subculture, this is an example of how students are not being brainwashed. Counter-school subcultures challenge the myth of meritocracy
        
        Althusser would argue that these small rebellious groups keep the system alive and hide the real factors of the ISA
    - - The Myth Of Meritocracy -
        Bowles and Gintis believe that success is not based on hard work and talent as functionalists would say. It is based on class background
      - Role Allocation -
        Bowles and Gintis agree with functionalists that education is there to allocate roles to people
        However, their research showed the best grades go to the most obedient students, obedience is valued in capitalist society
  - - - Private schools are the answer because it solves the problems of accountability they outline in state schools. Chubb and Moe specifically believe that each family should be given a voucher that they 'spend' at which ever private school they like
- - - - Language
        
        The language used at home influences a child's intellectual development.
        More complex language helps consolidate a child's understanding
        Cultural deprivation theorists believe that middle-class children are exposed to more complex language than working-class children
        
        Bernstein (Speech Codes) -
        Speech codes are what lead to differences in educational attainment between the working class and middle class
        The Restricted Code - is used by working-class students and contains grammatical errors, simple short sentenced and is description based
        The Elaborated Code - Is used by middle-class students and contains wider vocabulary, more complex longer sentences and is analytical.
        
        EVALUATION OF BERNSTEIN
        Bernstein places blame on working-class families for the differences in attainment
        Fails to realise the diversity of speech
        Labov - Restricted speech codes aren't less complex, they are just different
      - Parents Education
        
        Douglas (Lack Of Parental Interest) -
        Middle class parents are more likely to have achieved higher levels of qualifications, This means:
        Parenting Style - Middle-class parents are more likely to emphasise discipline and high expectations.
        Parent' Educational Behaviours - Middle-class parents are more likely to read to their children, help with work and attend events such as parents evening
        More Income- Middle-class parents earn more because of their education and higher income is correlated to higher educational achievement for students
        Use Of Income - Middle-class parents are more likely to spend their income in ways that benefit their child's education
      - Working-Class Subcultures
        
        Sugarman (Subculture) -
        There are 3 main factors that contribute to underachievement
        Immediate Gratification - Working-class value instant rewards
        Fatalism - Believing that no matter what they do they wont be successful
        Low value on education - instead valuing alternatives, e.g. sporting achievement
    - - Douglas (The Home And The School) -
        Material deprivation has a cumulative effect on education
        Poverty stricken households have poorer living standards and therefore mold and damp in homes can cause illness amongst working-class families.
        Overcrowding is also a issue for large families who live in unsatisfacotry accomidtion; less privacy and quiet for studying.
      - 1/3 of free school meal children get 5 A-C GCSES
      - Howard (Diet) -
        Students from poorer homes have a worse diet, this can lead to more absences and illness which cause their attendance to be low and them to miss out on education
      - Bull (Cost Of Free Schooling) -
        Students from poorer backgrounds may be unable to access things such as textbooks, trips, equipment and transporting therefore are put at a disadvantage in spite of free education
      - Smith and Noble(Poverty Penalty) -
        working-class have a 'barrier to learning' which makes them unable to access things such as tuition and private schools
  - - - Becker -
        Teachers idea of an 'ideal pupil' match the labels that they give to middle-class students
      - Self-Fulfilling Prophecy -
        This is the concept that students become what they are labelled
        those labelled as achievers achieve and those who are labelled slackers do not achieve
        
        EVALUATION
        
        It's too deterministic
        
        If it were true wouldn't all teachers label their students as 'intelligent'
        
        Teachers would argue they have a sense of professionalism and don't label students
      - Streaming and Setting -
        Schools often enforce the labels through 'streams' or 'sets'. These separate students dependent on their labels
        those labelled as smarter (commonly the middle class) are put in higher sets which offer better educational enviroments
    - - Labelling theory can cause students who are labelled as 'thick' to see themselves unable to achieve in education. Therefore creates an anti-school subculture forms as they understand achievement amongst peers can be created by doing not what the teacher asks
      - Class Identities
        
        Archer -
        The middle-class habitus of the school causes a symbolic attack on working-class students as it devalues who you are
        Working class students create 'nike identities' through the use of branded goods to gain symbolic capital
    - - Educational Policies can be seen to effect achievement in education due to social class both positively and negatively
      - Marketisation -
        The marketisation of schools can be seen to negatively impact the working-class's achievement in school as middle-class families are granted more choice in the market
        
        Cream-Skimming -
        The marketisation of schools has allowed schools to pick the high-achieving students that cost less to teach to join their schools, this negatively effects the working class as they cost more to teach despite their lower grades
        
        Silt-shifting
        Schools can offload students with learning disabilities and high cost in favour of achieving children who cost less
      - Pupil Premium -
        Pupil premium can be seen to improve the lives of working-class students through educational policy as it removes part of the cost of schooling from low income households
      - Tripartite system
        
        Evaluation -
        Created class differences as those in grammar schools and higher levels of education tended to be middle-class
        
        Aims
        Student's education is selected by their ability
        Every student across England and wales has equal access to education
      - New Labour -
        Focused on creating equal opportunity between students of all backgrounds through the head start scheme