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Ethnicity in education - Coggle Diagram
Ethnicity in education
External
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Ballard
Asian parents have high aspirations for their kids educationally. They were seen as 'positive resources' for their kids, encouraging hard work and discipline in education.
Pryce
Afro-Caribbean families are 'turbulent'. Most afro-car families have higher % chance of being single-parent family.
Sewell
Disagrees that lack of role models lead black boys to underachieve. Argues that black students do worse than Asian students because of cultural differences in socialisation and attitudes to education. Black boys are 'nurtured by MTV' and have lower expectations, Chinese and Indian students have high aspirations and supportive families with strong work ethic.
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Holland
There is a lack of male role models in a young boy life including in education, media and family - there is no clear male authority in a professional role to aspire too.
Bernstein
Afro-carab families may speak 'creole' or 'patois'. This can be seen as a restricted code which in linguistically removed from dominant culture. This is problematic in an education system which is conducted with 'elaborate code' and high numbers of middle class teachers.
Internal
Swann Report
Estimated that social class for at least 50% of the difference in achievement between ethnic groups.
Gillborn and Youdell
Teachers were quicker to discipline black pupils than others for the same behaviour, seeing behaviour as challenging behaviour. This led to more exclusions and black pupils being placed in lower sets. In the 'New IQism' G&Y state that these opportunities depend on teachers' assessment of pupils' ability, which are often based on 'racialised expectations' - with teachers making 'false assumptions of pupils' ability or potential'
Wright
Asian pupils are also victims of labelling. Teachers assumed Asian students had a poor grasp of English and would often leave them out of group discussions. Used simplistic language, especially to Chinese girls who were ignored.
Fuller
EV: Afro-carab girls may ignore teacher labelling or seek to disapprove negative labels and work even harder. However, labelling can lead to formation of anti-school pupil subcultures.
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David
National curriculum that is 'specifically British', ignoring non-European languages, literature and music. The assessment system is rigged in order to validate the superiority of white British culture.
EV: If ethnocentric factors were significant, why do Indian and Chinese pupils achieve above the national average?
Gillborn
Marketisation has given schools greater scope for negative stereotyping to influence decisions about school admissions. Selection procedures can lead to ethnic segregation with ethnic minority pupils failing to get into better schools. Primary schools are used to screen out pupils with language difficulties. The application process is more difficult for some less-educated or non-English speaking parents to understand.
Sewell
Students adopted strategies to cope with racism. Identifies four ways pupils responded: Recognises how school subcultures are influenced by external factors such as the absence of fathers as role models. Arnot adds, 'media images of ultra-tough black masculinity promoted via rap lyrics and MTV videos'
Rebels: lived up to the label, seeing themselves as superior and contemptuous of white boys who they saw as effeminate
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Hatcher
Governors have little attention to race issues such as language support. Lack of ethnic minority role models in terms of the hierarchy of schools/colleges may also serve to undermine pupils' self-esteem.
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Roithmayr
Critical Race Theory. Believes racism is ingrained feature of the education system and society. Including institutional racism, introducing concept of 'locked in inequality'.