Topic 3 Ethnic Differences

Mirza and Gillborn- indian

Indian students do very well despite English not being their first language  

Moynihan

black lone mothers → inadequate household → struggles to be breadwinner → black boys don’t have father role model → students fail → go become inadequate parents themselves

Murray

high rate of lone parenthood → lack of positive role model → underachievement

Pryce

Asians are higher achievers =culture is more resistant to racism

Black Caribbean= culture is less resistant to racism so they underachieve

Tony Sewell

absence of black fathers → lack of role model → try find that ‘fatherly’ role model through gang leaders → seek validation → get the hyper-masculine subculture → promotes aggression

Lupton

adult authority in Asian families is similar to the model that operates in schools which helps them at school and do better at school

Wood

only 1/16 ethnic minorities are offered an interview at jobs

Rex

racial discrimination → social exclusion → worsens poverty → ethnic minority suffer

Gillborn and Mirza- black

black children were the highest achiever in primary school, but by the time of GCSE they was 21 points below average

Bourne

schools tend to see black boys as a threat and to label them which leads to exclusion 

Wright's

asians can be a victim of teacher labelling, teachers held ethnocentric views and thought they was already smart so they didn’t help them as much

Archer

 ideal pupil identity, pathologized pupil identity, demonised pupil identity

Fuller and Ghail

study of black girls who resisted the labelling and actually outperformed to prove the teachers wrong

Mirza- teacher racism

colour blind, liberal chauvinist, overt racists

Sewell-black boy reaction

rebels, conformist, retreatist, innovators

Troyna and Willians

individual racism and instutional racism

Roithmayr

locked in inequality → to much inequality from ages ago

Gilborn- marketisation

gives schools more scope to select students it allows negative stereotype to influence decision about school admissions

David

ethnocentric curriculum like teaching English, literature was from British culture specifically

Evans

 to fully understand the relationship between ethnicity and achievement we need to look at how ethnicity interacts with gender and class 

Foster

black pupils were in lower sets because of their behaviour not their ability