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External factors and ethnic differences in achievement: CULTURAL…
External factors and ethnic differences in achievement: CULTURAL DEPRIVATION
Intellectual and linguistic skills
Low income black families lack intellectual stimulation and enriching experiences this means they are poorly equipped for school because they haven't been able to develop reasoning and problem solving skills
Bereiter and Engelmann:
consider the language spoken by low income black american families as unsuitable for education success. its seen as ungrammatical and incapable of expressing abstract ideas
children that don't have english as their first language at home may be educationally held back. However, studies show that this is not a huge factor,
eg
: in 2010 pupils with english as their first language were only 3.2 points ahead of those without english as their first language.
Gillborn and Safia Mirza
say indian pupils do very well considering english isn't the language used in their home.
Attitudes and values
Lack of motivation can be the predominant cause of failure of many black children. Most children are socialised into mainstream culture resulting in ambition and willingness to make sacrifices necessary to achieve long term goals.
Sewell: fathers, gangs, culture
Sewell
argues the absence of a father leads to black boys underachieving. He sees this as 'tough love' which mean black boys finding it hard to overcome emotional and bevavioural problems
due to the absence of a role model, other black boys in this position offer loyalty and love. this provides boys with a role model who is anti-school
interviewed black boys who said the greatest barrier to success was pressure from other boys
Asian families
Sewell says Indian and Chinese pupils benefit from supportive families and find education valuable
Lupton argues adult authority in Asian families is similar to people in charge at school. Respectful behavior is expected from children which has a knock-on effect as parents are likely to support the schools behaviour policies
white working-class families
white w/c pupils ofter underachieve and have lower aspirations.
A survey of 16000 pupils found ethnic minority pupils are more likely to want to go to university than British pupils
this may be a due to a lack of parental support.
Lupton studied 2 w/c school (two were mostly white, one was mostly people from Pakistan and the other was an ethnically mixed community).
Teachers reported poorer level of behavior in white w/c school even though they had fewer children on free school meals.
Teachers blamed this on lower levels of parental support and the negative attitude they had toward school.Ethincparent morelikely to see education as a way up in society
Family structure and parental support
failure to socialize children is the result of a dysfunctional family structure
eg: Moynihan argues black families are led by a single mother and her children are deprived as she struggles financially. The fathers absence means they boys lack a role model
the contrast in Asian and Black families due to colonial rule
eg:
Pryce
says black families lost more sue to slavery (lost language religion etc) whereas Asian families did not lose this and were not destroyed by colonial rule
Compensatory education
This has been adopted to tackle cultural deprivation in education
Operation Head Start compensated children for cultural deficit they suffer due to deprived background.
Criticisms
Driver
says it ignores the positive effects of ethnicity on achievement, Caribbean family provide girls with strong, independent role models but Driver argues this is why black girls tend to be more successful then black boys