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ethnicity and differential achievements in education - Coggle Diagram
ethnicity and differential achievements in education
some ethnic groups do better than others
Chinese pupils are highest achievers at GCSE, indian pupils also perform above average
students from mixed ethnicity backgrounds tend to perform above the national average at GCSE
female black and male asian groups have some of the highest rate of students entering higher education
fewer black pupils get 5 passes at GCSE than any other major ethnic group
roma,white and bangladeshi students are the least likely to continue into higher education
must be reasons behind statistics , some social some ecenomical
some people say intelligence is inherrited
however IQ tests can be biased, asking things that arnt really tests of brains but really test of cultural knowledge
processes inside school
negative labelling of students can lead to a self fulfilling prophecy of failure
BECKER and KEDDIE says that teachers tend to evaluate pupils in comparison to an imaginary ideal student, by looking at their social class as well as appearance and speech
BALL found pupils in top streams tended to be from higher classes
as a response to negative labelling and frustration with low status, pupils may form anti school sub cultures
WOOD argued that there are lots of different reactions to school, but non conformist reactions were more likely to come from working class students
SCHOOL CURRICULUM
could be seen as ethnocentric , fits mainstream white middle class culture better than other ethnicities, languages in national curriculum are mainly european, even though mandarin is now being taught more
assembelies, school holidays and even history lessons may not fit with the culture and history of particular groups
INSTITUTIONAL RACISM
some sociologists see british education as institutionally racist this is where policies and attitudes unintentionally discriminate against ethnic minority groups, Wright found even though members of staff said they were committed to equal opportunities asian girls got less attention from teachers and felt their cultural traditions were dissaproved
afro - carribean boys were more likely to be sent out of class
the two B's investigated differences in achievements
BERNSTEIN -
found working class pupils in the east end of london weren't comfortable with the style of language taught by school, they used a restricted code
middle class students knew how to use the elaborated code as teachers used a much more wordy style of speech with everything made very explicit
working class kids at a disadvantage
ISSUES WITH HIS THEORY - there are variations within middle and working class, different sections of these groups vary in how they use the elaborate code
some sociologists have developed his ideas to say working class speech patterns are inferior or somehow wrong
BOURDIEU -
reckons middle class students are at a advantage because they have the right kind of cultural capital - the right knowledge skills and attitudes
he said the more cultural capital you have the more successful you'll be in education and thought working class pupils did not have access to cultural capital
middle class families pass on cultural capital and expectations from parents to children, called cultural reproduction
ISSUES WITH HIS THEORY - sociologist found material factors are important, lack of money may stop kids staying on at school or getting to university
not all working class students fail, even if they don't have cultural capital
Gender and differential achievment
says teaching has been feminised, women are more likely to be classroom teachers, especially in primary school, this gives girls positive role models
textbooks and teaching resources have changed and are less likely to stereotype girls into passive roles
national curriculum forced girls to do traditionally male subjects for example more girls started to do science, government encouraged girls to do these subjects eg WISE ( women in science and engineering)
high female achievment is a result of the quality of interaction they have with their teachers, most of the time teachers spend with girls is used to help with their work but most teachers spend time with boys is focused on behaviour managment
jackson says schools label boys negatively, boys are associated with poor behaviour which gives the school a bad name and low achievment, which lowers schools league table position, negative label becomes a self fulfilling prophecy
archer says females still face problems at school - current underachievement of boys in education mask the continuing problems that girls still face
high achieving asian and Chinese girls negatively labelled by teachers as robots
argues black working class girls negatively labelled as loud and agressive
ongoing achievment of girls is fragile and problematic
girls get better results in primary school national curriculum tests
girls get better results in nearly every subject at GCSE
girls are more likely to pass their a levels
ore women than men go to uni