ethnicity and education

language- 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