Studied by 1 personlanguage- cultural deprivation
EMG- lack adequate stimulation and linguistic development
Ballard and Driver- language problems cease to be a problem by the age of 16
Murray
Afro Carribean SPFs to blame lack of male role models means that mothers fail to socialise children adequately
Family structure and support
Scrunton- low achievement is result of EM failing to embrace British culture
Pryce- Asian culture is more cohesive than Black culture
Hall- culture of resistance- impact of slavery means black culture has lost much of its language
Lupton- adult authoritarian Asian family matches that of school
Keddie blame culture to blame victims of educational failure
attitudes and values
Arnot (2004) suggests media have created negative anti school role model for black pupils- ultra ghetto superstar`
Driver (1977)
ethnicity can be an advantage in education- Afro Caribbean girls do well in school
material depr
Swann report- social class differences account for high proportion of differences
Flaherty (2004)- Pakistanis and Bangladeshis are 3x more likely than white people to be in poorest 1/5
ethnicity and material dep
paradoxical- cannot tell if groups underachieve because they are WC or if they end up being WC because other factors lead them to fail in education
racism in wider society arguments
Mason- discrimination is a continuing and persistent feature of the experience of Britain’s citizens of EMG
Rex- racism leads to social exclusion and accordingly poverty e.g. housing and employment, racism also leads to discrimination both inside and outside of classroom
Noon
sent identical letters to top 100 UK companies but alternated between traditional white/ traditional asian names- white candidate was deemed more helpful and informative
racialised expectations
Gilbourn and Youdel- teachers were quick to discipline Black pupils for similar behaviour- teachers misinterpret behaviour and see black students as anti authority
creates conflict between teachers/pupils which reinforces stereotypes
Foster- teacher stereotypes may lead to black students being put in lower sets- self fulfilling prophecy
Osler discipline
black students are more likely to be both officially and unofficially excluded
Bourne- school see black boys as a threat which leads to negative labelling and eventual exclusion
Pupil identities- Archer
teachers often define pupils by stereotypical ethnic identities which often lack ideal pupil characteristics
teachers dominant way of looking at things shapes and defines pupils ethnic identity- when students challenge stereotypes they are treated more harshly
rejections of labels- Fuller
studied group of black girls in y11 in London comprehensive and despite being in lower streams they were achieving highly. These girls did not conform to all the values of school but did value educational success
Mac an Ghaill rejections of lables
similar findings to Fuller on study of Black and Asian A Level pupils
Mirza- failed coping strategies
some pupils are not able to develop coping strategies when faced with racism
3 types of teacher racism:
colour blind
liberal chauvinists
overt racists
Sewell- boys response to racist stereotypes
rebels- most influential group, still a minority. Rejected values of school and opposed by joining a peer group
conformists- black pupils who accepted values
retreatists- isolated and disconnected
innovators- pro education but anti school
critical race
see race as a feature of society
Gillborn- racism is so ingrained in education that it is now inevitable
marketisation
Gillborn- allows for more covert selection to take place which can lead to segregation
Commission for Racial Equality- covert selection procedures led to EM more likely to be in unpopular schools
ethnocentric curriculum
Ball- Little Englandism- ignores black and Asian history
lack of teaching of Asian languages
access to opportunities
G&T- white people twice as likely to be identified than EM
EMs are less likely to be entered for higher tier exams
Note
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