Educational achievement- Ethnicity

context
1. Sewell(1998)
  1. The conformists- were the largest group to want to succeed.
    1. They accepted the schools goals and had friends from different ethnic groups.
  2. The innovators-2nd largest group and were pro education but anti school.
    1. They valued success,but not the approval of teachers.
  3. Retreatists- were a tiny minority of isolated individuals.
    1. Disconnected from both the school and black subcultures outside it.
  4. The Rebels- were a small but highly visible minority of black students.
    1. They rejected the school's goals and rules and instead conformed to the black stereotype of the 'black macho lads'.
      1. They despised both white boys and conformists black boys.
        Their aim was to achieve the status of 'street hood'.
        However, despite only a small minority of black boys actually fitting the stereotype of 'black macho lad',
        teachers tended to see them all in this way.
        This resulted in the under achievement of many boys, not just the rebels, as a result of discrimination by teachers.
        Evaluation- This tells us there is a range and characteristics of possible students responses,
        but not why different boys chose different responses.
        Sewells study shows us that we are aware of the responses but not all teachers use this kind of racism and have negative expectations.
2. Gilbourn and Youdell(2000)- black pupils- found that teachers had radicalised expectations of pupils.
  1. From black students they expected more discipline problems and saw their behaviour as threatening.
    1. Black pupils were more likely to be punished for the same behaviour as any other pupil.
      1. The pupils felt that the teachers underestimated their abilities and picked on them.
  2. They concluded that conflict between white teachers and black students stems from the racist stereotypes that teachers have.
    1. Rather than the pupils actual behaviour.
      1. This can cause under-achievement by:
        Higher levels of exclusions of black boys.
        Black pupils placed in lower streams/sets.
3. Ball- Cultural exclusion, ethnic group parents are at a disadvantage they are less ware on how to negotiate the British education system.
  1. Gerwitz, complex school forms are an example of this.
4. Setting and streaming- Asian students were placed in lower sets than their ability.
  1. The workings of the A-C economy meant that black pupils were placed in lower sets.
    1. Meaning less likely to gain any qualifications.
Wright-(1992) found that Asian primary school pupils were stereotyped and treated differently by their teachers.
1. Teachers assumed they couldn't understand English clearly so they used simplistic language when speaking to them.
  1. They mispronounced children's names.
    1. Saw them as a problem they could ignore.
      1. As a result Asian pupils, especially girls were marginalised and prevented from participating fully, affecting their self esteem.
Connolly(1998) found that Asian pupils were seen as passive and conformist.
1. Both teacher and pupils saw Asian students as more 'feminine', vulnerable and less able to protect themselves.
Fuller(1984) studied a group of high achieving black girls -
1. The girls maintained a positive self image by rejecting teacher's stereotypes.
  1. They recognised the value of education and were determined to achieve but only conformed in terms of doing homework /school work and working hard without giving the appearance they were doing so.
    1. They didn't seek teacher's approval and maintained friendships with black girls in lower streams.
2. Rejecting negative labels-
  1. Mac and Ghail(1992) black and asian A level students did not accept their given labels.
    1. However, Mirza(1992) found black girls' strategies for dealing with teachers' racism - e.g. not asking for help,
      1. Sometimes restricted their opportunities, as a result they did not fulfil their labels but were still disadvantaged.
Intellectual and language skills- low income black families lack stimulation, failing to develop reasoning and problem solving skills.
1. Children who do not speak English at home may be held back.
  1. However language is not a major factor in underachievement (Swann report 1985)
    1. Indian pupils do well despite often not speaking English at home.
      1. Engelmann- the language of poor black families is ungrammatical and disjointed.
      2. Their children are unable to have abstract ideas, thus a major barrier to educational success.
      3. Family structure/attitudes&values- Black children are socialised to be fatalistic.
        They focus on the immediate gratification as well meaning lack of motivation to succeed.
        Lack of male role models,high rates of lone parenthood, less valued placed one education.
      4. In Asian families, Khan(1979)argues the family is an obstacle to achievement .
        Especially to girls as it takes a controlling attitude towards them, as a result they do less better than boys.
        However some Asian families have more positive attitudes and adult authority meaning they are more likely to support their child than a white parents.
2. White w/c pupils also under achieve, this is due to low aspirations and lack of parental support given.
  1. Lupton(2004)studied w/c schools and found teachers reported poorer levels of behaviour & discipline in white w/c schools. They linked this to lack of parental support and parents negative attitudes to education.
    1. Evans(2006)argues that street culture in white w/c areas is brutal, and can be brought into school, the result is strong pressure to reject education.
Compensatory education- aims to encounter cultural deprivation.
1. Head start(USA) and Sure start(UK), aimed to support children in pre school in deprived areas.
Material deprivation- Bangladeshis and Pakistanis are more likely to be poor, facing unemployment and overcrowding of homes.
1. Internal factors in school that are faced are-
  1. Labelling
    1. Student/pupil subcultures
      1. Ethnocentricity and institutional racism
        The ethnocentric curriculum- this refers to the education system prioritising one ethnic values over another.
        Their cultures and beliefs are what is mainly taught, disregarding and downgrading others.
        Troyna and Williams, say it gives priority to white culture and the English language,literature and music.
        David- argues the national curriculum is 'specifically British' that teaches the culture of a 'host community'.
        Ball, sees the history curriculum as recreating 'mythical age of empire of age and past glories'.
        Whilst at the same time ignoring the history of black and Asian heritage.
Marketisation- makes it difficult for ethnic minority students to get into high achieving schools.
1. As a result these schools become racially segregated.

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Educational achievement- Ethnicity

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	Created by Tabby Neal almost 9 years ago