Educational achievement- Ethnicity

Educational achievement- Ethnicity

1. context

   • Sewell(1998)
     • The conformists- were the largest group to want to succeed.
       • They accepted the schools goals and had friends from different ethnic groups.
     • The innovators-2nd largest group and were pro education but anti school.
       • They valued success,but not the approval of teachers.
     • Retreatists- were a tiny minority of isolated individuals.
       • Disconnected from both the school and black subcultures outside it.
     • The Rebels- were a small but highly visible minority of black students.
       • They rejected the school's goals and rules and instead conformed to the black stereotype of the 'black macho lads'.
         • 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.
   • Gilbourn and Youdell(2000)- black pupils- found that teachers had radicalised expectations of pupils.
     • From black students they expected more discipline problems and saw their behaviour as threatening.
       • Black pupils were more likely to be punished for the same behaviour as any other pupil.
         • The pupils felt that the teachers underestimated their abilities and picked on them.
     • They concluded that conflict between white teachers and black students stems from the racist stereotypes that teachers have.
       • Rather than the pupils actual behaviour.
         • This can cause under-achievement by:
           • Higher levels of exclusions of black boys.
             • Black pupils placed in lower streams/sets.
   • Ball- Cultural exclusion, ethnic group parents are at a disadvantage they are less ware on how to negotiate the British education system.
     • Gerwitz, complex school forms are an example of this.
   • Setting and streaming- Asian students were placed in lower sets than their ability.
     • The workings of the A-C economy meant that black pupils were placed in lower sets.
       • Meaning less likely to gain any qualifications.

2. Wright-(1992) found that Asian primary school pupils were stereotyped and treated differently by their teachers.

   • Teachers assumed they couldn't understand English clearly so they used simplistic language when speaking to them.
     • They mispronounced children's names.
       • Saw them as a problem they could ignore.
         • As a result Asian pupils, especially girls were marginalised and prevented from participating fully, affecting their self esteem.

3. Connolly(1998) found that Asian pupils were seen as passive and conformist.

   • Both teacher and pupils saw Asian students as more 'feminine', vulnerable and less able to protect themselves.

4. Fuller(1984) studied a group of high achieving black girls -

   • The girls maintained a positive self image by rejecting teacher's stereotypes.
     • 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.
       • They didn't seek teacher's approval and maintained friendships with black girls in lower streams.
   • Rejecting negative labels-
     • Mac and Ghail(1992) black and asian A level students did not accept their given labels.
       • However, Mirza(1992) found black girls' strategies for dealing with teachers' racism - e.g. not asking for help,
         • Sometimes restricted their opportunities, as a result they did not fulfil their labels but were still disadvantaged.

5. Intellectual and language skills- low income black families lack stimulation, failing to develop reasoning and problem solving skills.

   • Children who do not speak English at home may be held back.
     • However language is not a major factor in underachievement (Swann report 1985)
       • Indian pupils do well despite often not speaking English at home.
         • Engelmann- the language of poor black families is ungrammatical and disjointed.
         • Their children are unable to have abstract ideas, thus a major barrier to educational success.
         • 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.
         • 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.
   • White w/c pupils also under achieve, this is due to low aspirations and lack of parental support given.
     • 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.
       • 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.

6. Compensatory education- aims to encounter cultural deprivation.

   • Head start(USA) and Sure start(UK), aimed to support children in pre school in deprived areas.

7. Material deprivation- Bangladeshis and Pakistanis are more likely to be poor, facing unemployment and overcrowding of homes.

   • Internal factors in school that are faced are-
     • Labelling
       • Student/pupil subcultures
         • 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.

8. Marketisation- makes it difficult for ethnic minority students to get into high achieving schools.

   • As a result these schools become racially segregated.