ethnicity and achievement

gcse attainment by ethnicity

5+ gcses a*-c in 2013

chinese/indian 78%

white british 60%

pakistani 55%

black caribbean 52%

bereiter and engelmann

black children from low-income background more likely to speak in restricted code

subculture

mainstream culture - ambition + competitiveness → supports educational success

black children socialised into subculture of fatalism - lack motivation

moynihan (1965)

many black households headed by lone mother - boys lack role model of male achievement

driver

cultural deprivation theory ignores positive effects of ethnicity e.g. black girls grow up with role models of strong independent women → perform better than boys

sewell (2009)

lack of fatherly nurturing/tough love - street gangs provide role model of anti-school black masculinity

achieving black boys face peer pressure - seen as selling out to white establishment

pryce (1979)

asian culture not destroyed by colonial rule → self-worth → able to achieve

black caribbean culture destroyed by slavery → incohesive → low self-esteem

lawrence

black pupils underachieve due to (institutional) racism NOT low self-esteem

keddie

victim-blaming - culturally different not deprived

em pupils underachieve because schools are ethnocentric

palmer (2012)

½ em children in low income households vs ¼ white children

em parents more likely to be in shift work - less time to help with hw, attend parents evenings etc

class and ethnicity statistics

higher % of pakistani pupils on fsm than white british - supports material explanation

86% chinese girls on fsm achieved 5+ gcses vs 65% white girls not on fsm - suggests combination of cultural/material factors

modood (2004)

low income pupils generally do less well BUT effects of low income are less significant for non-white ethnic groups - suggests cultural factors are more significant

effects of racism in wider society on education

racial discrimination in housing → overcrowding

discrimination in employment → low-paying jobs → costs of free schooling (bull)

gillborn and mirza (2000)

black pupils were highest achievers at start of primary school → lowest at gcse - challenges cultural deprivation - suggests internal factors in school

gillborn and youdell (2000)

teachers have racialised expectations - quicker to discipline black pupils for the same behaviour - misinterpret behaviour as threatening

a

bourne (1994

black boys seen as a threat - higher exclusion rates - 1 in 5 excluded pupils gain 5 gcses

wright (1992)

teachers assumed asian pupils had poor grasp of english - left out of class discussions or used childish/simplistic language

archer (2008)

1. ideal pupil identity - white, mc, masculinised, achieving in the right way

2. pathologised identity - asian, deserving poor, feminised, conformist overachiever (negative positive stereotype)

3. demonised identity - black or white, wc, hyper-sexualised, unintelligent peer-led underachiever

fuller (1984)

year 11 black girls in london comprehensive school

channelled anger at being labelled into success - did not seek teacher approval, regarding them as racist - only conformed regarding school work

made friends with black girls from lower streams - gave appearance of not caring to avoid ridicule

• can succeed while not conforming → not always self-fulfilling prophecy

mirza (1992)

types of teacher racism

1. colour-blind - believes pupils are all equal but does not challenge racism

2. liberal chauvinist - believes in cultural deprivation so has low expectations

3. overt racists - actively discriminate

pupil response - did their own work without participating in class, not choosing certain options to avoid racist teachers - high self-esteem but restricted choices

criticisms of labelling theory

viewing stereotypes as individual teacher racism - ignores institutional racism e.g. a-to-c economy

labelling does not always lead to self-fulfilling prophecy

commission for racial equality (1993)

em children more likely to end up in unpopular schools

• primary school reports stereotype em pupils

• racist bias in interviews

• lack of info or application forms in minority languages

• em parents less aware of waiting list system and deadlines

david (1993)

national curriculum is specifically british - ignores non-european languages, literature and music

ball (1994)

national curriculum promotes little englandism e.g. history - mythical age of empire and past glory - ignoring history of black and asian people

coard (2005)

image in history curriculum of britain bringing civilisation to primitive people seen as inferior - undermines black children’s self-esteem

gillborn (2008)

switch from baseline assessments to foundation stage profile in 2003 - black pupils moved from high to low achievers

fsp based entirely on teacher judgements with no written test + done at end of reception year rather than start of primary school

new iqism

gillborn - teachers and policymakers assume that potential is fixed quality that can be measured

prevents black students disproportionately placed in lower streams and entered into lower tier exams from achieving/progressing

chinese and indian achievement

gillborn - image of c/i pupils as hardworking model minorities - conceals institutional racism of the education system

• makes it appear fair and meritocratic

• justifies failure of black pupils as caused by home culture

• c/i pupils still face racism e.g. harassment