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ETHNICITY AND EDUCATION internal + external factors - Coggle Diagram
ETHNICITY AND EDUCATION
internal + external factors
ETHNIC DIFFERENCES IN ATTAINMENT
Chinese and Indian pupils are the highest achievers
gypsy and black Caribbean have the lowest attainment (achieving a goal)
are variations within ethnic groups e.g. asians and within gdner
EXTERNAL FACTORS
CULTURAL DEPRIVATION
intellectual and linguistic skills
children from low income black families lack intellectual stimulation and enriching experiences
children who do not speak English at home may be held back
families speaking the
restricted code
are disadvantaged
attitudes and values
black children are socialised into a subculture that instils fatalistic 'live for today' values
these values do not respect education and leaves them ill equipped for success
family structure and parental support
Moynihan
50% of black families are lone-parent families
they cannot adequately socialise their children and the lack of male role models turns boys into criminals
they become bad parents and it becomes a cycle
Pryce
- compares blacks to asians - Asian culture is more resistant and gives a greater sense of self worth
slavery was devastating for black culture - they lost language, religion and family system
SEWELL - fathers, gangs and cultures
it is not the absence of fathers, it is the lack or nurturing and 'tough love'
firm, fair, respectful and non-abusive
the absence of positive relationships means black boys look for love in street gangs which offer 'perverse loyalty and love'
these boys present media inspired roles of anti-school, black masculinity
if black boys do well at school they are seen as a 'sell out'
Asian families
they place high value and emphasis on educational success
adult authority in asian families is similar to the education system
white working class
ethnic minority pupils are more likely to aspire to go to university than white WC
white WC parents do not value education -> ethnic minorities view it as a 'way up in society'
white WC street culture is brutal - intimidation
CRITICISMS
black family structure encourages black girls to be strong and independent
schools are
ethnocentric
MATERIAL DEPRIVATION
statistics
almost half of all ethnic minority children live in low income households
EM twice as likely to be unemployed compared to whites
EM 3 times more likely to be homeless
REASONS:
live in economically depressed areas with high unemployment and low wages
cultural factors prevent women working
lack of language skills and foreign qualifications
asylum seekers not allowed to work
racism in wider society
Rex
- racial discrimination leads to social exclusion
EM tend to be given substandard accomodation
Wood
- evidence of direct discrimination when applying for jobs
jobs -> CV -> 1 in 9 for white -> 1 in 16 for EM
INTERNAL FACTORS
statistics
on entry to primary school black pupils were the highest achiever, at GCSE they have the worst results
black pupils make less progress than their white peers
LABELLING
black pupils labelling
Gillborn and youdell
teachers are quicker to discipline black pupils for the same behaviour as whites
teachers have racialised expectations
they expect black pupils to present discipline problems - misinterpret behaviour as threatening and challenging authority
black pupils have the highest exculsion rate because they ae perceived as a threat
black pupils and streaming
Gillborn and youdell
due to the 'A-C economy, teachers focus on pupils who they feel can pass
negative stereotypes about black pupils means they are in lower sets = self-fulfilling prophecy
Asian pupils
teachers assume asian pupils will have poor English = leave them out of class discussions and speak in simple englihs
express disapproval of custom and mispronounce names
Pupil identities
Archer
dominant discourse constructs pupil identities
the ideal pupil = white, MC, natural ability
the pathologies pupil = Asian, effeminate, conformist, succeeds through hard work
the demonised pupils = black or white, WC, unintelligent, culturally deprived, hyper-sexualised
PUPIL'S RESPONSES AND SUBCULTURE
FULLER: rejecting negative labels
pro education, anti-school subculture
rejected negative labels and channelled anger through educational success
they did not seek approval from racist teachers
they only conformed as far as schoolwork - relied on impartial exams and their own efforts
maintain positive self-image and succeed
Fuller's girls in school in London
for example
MIRZA: failed strategies for avoiding racism
racist teachers discouraged black pupils from being ambitious through the careers advice an option choices
the
colour blind
= believe pupils are equal but do not challenge racism
the
liberal chauvinist
= believe black pupils are deprived and have low expectations
the
overt racist
= believe black pupils are inferior
black pupils tried to avoid these teachers - which options they chose/who asked for help
SEWELL: boys' responses
the rebels = the most visible group but minority of black pupils
they conformed to racist stereotypes of 'black macho lad'
the conformists = the largest group who accept the norms and values of the school
the retreatists = minority who were disconnected from both
the innovators = create own colure e.g FULLER'S GIRLS
INSTITUTIONAL RACISM
marketisation and segregation
schools screen out pupils with language barriers
racist bias in interviews
information only in english
ethnic minority parents don't know how to appeal
when black pupils succeed the rules are changed e.g. primary assessment
white pupils are more likely to be on 'gifted and talented programmes'
black pupils entered into low tier exams
ethnocentric curriculum
attitude and policy that give priority to white British culure
language, literature and music - the curriculum tends to ignore non-european
history:
Ball
- the curriculum promotes 'little engladism' and glorified British history
the images presented of black people can lower self-esteem and lead to failure