different educational achievement -ethnicity

Andrew McCulloch 2014

conducted a survey on pupil aspirations, noting that ethnic minority pupils are more likely to aspire to go to university than white British pupils

Ken Pryce 1979

argue that family structure contributes to the underachievement of black Caribbean pupils, attributing the difference to the impact of colonialism on the cultural experiences of black and Asian groups

Gillian Evans 2006

discusses street culture in white working class areas and its impact on education

Daniel Moynihan 1965

discussed in relation to the argument that the lone mother-head family structure contributes to inadequate care and financial struggles for black families, affecting children achievement

Gillborn and Mirza 2000

noted for their observation that Indian pupils often do well despite not having English as their home language

David Mason 2000

discusses how racial discrimination leads to social exclusion, worsening the poverty faced by ethnic minorities

Errol Lawrence 1982

challenges ken pryce view arguing that racism, not low self-esteem, is the primary factor contributing to the underachievement of black pupils

Charles Murray 1984

part of the new right ,argues that high rates of lone parenthood and lack of positive male role models lead to the underachievement of some minorities

Tony Sewell 2009

argues against the notion that the absence of fathers leads to black boys underachieving, focusing on the lack of fatherly nurturing and tough love as the main issue

John Rex 1986

describes discrimination as a continuing and persistent feature of the experience of Britain’s citizens minority ethnic origin

Geoffrey Driver 1977

criticizes cultural deprivation theory for overlooking the positive effects of ethnicity on achievement, particularly highlighting the success of black Caribbean girls

Wood et al 2010

conducted a study on racial discrimination in employment, sending job applications with names associated with different ethnic groups to job vacancies

Bereiter and Engelmann

mentioned in the context of linguistic skills, particularly considering the language spoken by low-income black American families

Tariq Modood 2004

found that the effects of low income were less for other ethnic groups than for white pupils

Roger Scruton 1986

associated with the new rights sees the low achievement levels of some ethnic minorities as a result of a failure to embrace mainstream British culture

teacher expectations,stereotyping ,labelling and conflict in the classroom

-some teachers with racist attitudes favoured and gave more time, individual attention and praise and encouragement to white pupils than to black Caribbean boys and girls

-pupils view of racist behaviour by teachers included being ignored, not being given the chance to answer questions in class, not being helped, or being given responsibility and being unfairly picked on for punishment or telling-off

Wright and Connolly classroom research

found that teachers often hold stereotypes of particular groups of students

-these teacher stereotypes may not be consciously or deliberately racist, but permeate into teacher consciousness through the general racial prejudice and racial stereotypes generated through the media

Gillborn

found that teacher expectations continued into secondary education, and were fuelled by teacher perceptions of behaviour-related issues concerning black Caribbean young people

Strand 2012

found that teachers judgement of pupils academic potential were distorted by perceptions of their behaviour

Gillborn and Youdell self-fulfilling prophecy

if teachers hold negative stereotypes with consequent negative labelling, and have low expectations of black pupils, this ,may lead to the development of low self-esteem among such pupils and the self-fulfilling prophecy of failure.fueling resentment in black pupils creating a cycle

-ethnic minorities are punished not for any particular offence but because they have the wrong attitude

-the relationships between black Caribbean students and white teachers were characterized by conflict and fear

-they suggest the process of educational triage reinforces the failure of black students as they are allocated to lower streams

Gillborn ‘City Road’ comprehensive school

-blacks boys were reprimanded much more frequently than white or Asian students for the same offence

-a disproportionate number of black pupils had received detentions for offences which were based on the teachers interpretation of the pupil’s attitude or intent

-interpreted style of dress and speech as strategies of resistance rather than as simply cultural differences

-black boys draw together and formed anti-school subculture in opposition to the school which emphasised a pride in their ethnicity

-black boys who achieved success made considerable effort to avoid confrontations with teachers

critical race theory

see racism as an ingrained feature of society.this means that it involves not just the intentional actions of individuals but, more importantly, institutional racism. critical race theorists see the education system as institutionally racist in serval ways

access to opportunities- institutional racism

-gifted and talented programme was created with the aim of meeting the needs of more able pupils in inner-city schools.whites are over twice as likely as black Caribbean to be identified as gifted and talented

-in exam tiers black pupils are more likely to be but in lower tier

-Strand found that LSYPE achievement gap between white and black pupils was the result of systematically under-represented of black pupils in entry to higher tier test

assessment- institutional racism

-Gillborn found that the assessment game was rigged so as to validate the dominant culture’s superiority.if black children succeed as a group the rules will be changed to reengineer failure.

-example- in the past primary schools used baseline assessments which tested pupils when they started compulsory schooling, however was replaced in 2003 by the FSP which was based entirely on teachers judgement whereas baseline was written test, and the FSP was at the end of reception year; all which increase risk of teacher stereotyping. with this change black pupils went from the highest achievers to the lowest.

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marketisation and segregation- institutional racism

Gillborn argues that marketisation gives school more scope to select pupils, which allows negative stereotypes to influence decisions about school admission

-selection procedures lead to ethnic segregation, with minority pupils failing to get into better secondary schools due to discrimination

-the commission for racial equality identifies the following reasons:

-reports from primary schools that stereotype minority pupils

-racist bias in interviews for school places

-lack of information and application forms in minority languages

-ethnic minority parents are often unaware of how the waiting list system works and the importance of deadlines

the ethnocentric curriculum- institutional racism

-ethnocentric is an attitude or policy that gives priority to the culture and viewpoint of one particular ethic group, while disregarding others

-ethnocentric curriculum is a curriculum that reflects the culture of one ethnic group, usually the dominant culture

-languages,literature and music, a specifically British curriculum that largely ignores no European languages, literature and music

-ignores ethnic diversity and promoting an attitude of ‘little Englandism’

-the history that paints black people as inferior undermines black children self-esteem and leads to their failure

the new IQ- institutional racism

-Gillborn argues that teachers policymakers make false assumptions about the nature of pupils ability or potential, they see potential as a fixed quality that can be easily measured

-Gillborn argues IQ test can only measure current intelligence but not future intelligence