Please enable JavaScript.
Coggle requires JavaScript to display documents.
Ethnic Differences In Achievement - Coggle Diagram
Ethnic Differences In Achievement
External Factors
Language
Engelmann
claimed that the language spoken by African American families is inadequate for educational success.
Demie and McLean
found that language barriers were well behind internal factors such as teachers' low expectations and institutional racism.
Family structure and parental support
Daniel Moynihan
says that because many Black families are headed by a lone mother, the children are deprived of proper care due to the mother struggling financially in the absence of a male breadwinner.
Geoffrey Driver
criticises cultural deprivation theorists because they ignore the positive effects of Black family structures on educational achievement. Black girls have a strong independent female role model which they look up to and this is why Black girls tend to achieve more highly than Black boys.
Attitudes and Values
Cultural deprivation theorists argue that some ethnic minority group children are socialised into a culture that instils a fatalistic attitude and does not value school. This leaves these students unequipped for educational success.
Criticism
-
Lucinda Platt and Samantha Parsons
found that compared to white pupils, 7-14 year olds apart of minority ethnic groups had higher career aspirations, aiming for higher-paid jobs.
Criticism
-
Louise Archer et al
found that minority ethnic group students identified racism rather than low aspirations as a major barrier to achieving their goals.
Sewell : fathers, gangs and culture
Tony Sewell
found that the lack of fatherly nurturing and 'tough love' results in Black boys finding it difficult to overcome emotional difficulties which may occur within their teenage years.
Many Black boys are vulnerable to powerful anti-school subculture, most of the Black boys that
Sewell
interviewed said that the greatest barrier to success was peer pressure.
Families
Asian Families
Ruth Lupton
argues that adult authority in Asian families is similar to that of adult authority within schools.
Asian parents expect respectful behaviour from their children, this has a knock-on effect in school. Parents were more likely to be to be favourable of school behaviour policies.
White working-class families
Andrew McCulloch
found that of a survey of 16,000 pupils, minority ethnic group pupils are more likely to go to university than White pupils.
Criticisms of cultural deprivation theory
Nell Keddie
Argues that a child cannot be deprived of their own culture, but that schools are the ones impacting working-class children's achievement by not having the strengths to teach them appropriately.
Labelling theorists : argue that the cause isn't the low aspiration of minority ethnic students but teachers' racist stereotypes.
Critical race theorists : say that the education system as a whole is institutionally racist.
Class, gender and parenting : cultural deprivation blames underachievement on inadequate parenting.
Rollock
found that middle-class Black parents used their economic, cultural and social capital to support their children's achievement.
Internal Factors
Labelling, identities and responses
Labelling and teacher racism
To label someone is to attach a meaning to them. And when looking at ethnic differences in achievement,
Interactionists
found that teachers often see Black and Asian students as far from the 'ideal pupil'
Fuller
conducted a study on a group of year 11 Black girls in a comprehensive school, and found that the girls rejected the negative labels which were given to them by teachers.
Asian pupils
Cecile Wright's
study of a multi-ethnic primary school highlighted that Asian students can also be victims of teacher labelling. Additionally, she found that apparent commitment to equality, teachers held ethnocentric views. This would have a knock-on effect on the child's education
Pupil identities
The ideal pupil identity : A white, middle-class masculinised identity. Teachers see this pupil as stereotypically achieving in the 'right' way.
The pathologised pupil identity : An Asian, 'deserving poor', feminised identity either asexual or an oppressed sexuality. Teacher view this person as a slogger who achieves through hard work and not natural ability.
The demonised pupil identity : A White or Black working class student. Teachers see this pupil stereotypically as unintelligent and a culturally deprived under-achiever.
Archer
found that teachers stereotyped Asian girls as quiet and docile. And when Asian girls challenge this stereotype by misbehaving
Shain
noted that they're dealt with more severely than other pupils.
Mirza: failed strategies for avoiding racism.
Mirza
studied ambitious Black who faced teacher racism. Mirza discovered that teachers discouraged Black students from being ambitious by the sort of advice that they gave to them.
The colour blind:
teachers who believe that all students are equal, but will allow for racism to go unchallenged.
The liberal chauvinists
: Teachers believe that Black students are culturally deprived and therefore have low expectations of them.
The overt racists :
Teachers who believe that Black students are inferior and actively discriminate against them.
Institutional Racism
The Ethnocentric Curriculum
Definition - A type of educational curriculum that is based on cultural values or perspectives of a particular ethnic or cultural group.
Troyna & Williams
discusses how a lack of the teaching of Asian languages within schools creates a racial bias. The prioritisation of white culture and the English language within british schools makes the curriculum ethnocentric.
Miriam David
states that the curriculum taught in schools is "specifically British."
Bernard Coard
noted how British history often "idolises" White people by claiming that British people brought civilisation to the "primitive" people they colonised. This paints black people as inferior, impacting black pupil's self-esteem (thus their chances of educational success.)
Definition - racism found within social institutions, for example schools, legal systems or political systems.
Ethnicity is a term that refers to the social and cultural characteristics, backgrounds, or experiences shared by a group of people.
Ethnic differences in achievement determines how well pupils perform in school and their likelihood of success because of their ethnicity.
