External factors

• Material Deprivation and class - Racism in wider society - Wood et AL

  Sent out 3 closely matched CVs to 1000 companies with names appearing to come from three different minorities, the ethnic minorities CVs got an interview in 1 in every 16 where as the white CV was 1 in every 9.
• Material Deprivation and class - Racism in wider society - Rex


  racism leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, discrimination means that minorities are more likely to be placed in substandard accommodation than white people of the same class. In employment, there is evidence of discrimination also
• Material Deprivation and class - Does class override ethnicity? - Modood


  While children from low income families did less well, the effects were much less for other ethnic groups other than whites
• Material Deprivation and class - Does class override ethnicity? - Indian and Chinese students


  Material Deprivation and class - Does class override ethnicity? - Indian and Chinese studentsExplain thisIndian and Chinese MD students still do better than most. In 2011 86% of Chinese girls who received free school meals achieved 5 or more higher GCSE grades, compared with only 65% of white girls not receiving the meals. = MD + social class factors do not completely override the influence of ethnicity
• Material Deprivation and class - Does class override ethnicity?


  If we fail to take different class positions of ethnic groups into account when we compare their educational achievements, there is a danger that we may over-estimate the effect of CD and underestimate MD.
• Material Deprivation and class - Reasons why some ethnic minorities may be at greater risk of MD that results from unemployment, low pay, and overcrowding:

  • Many live in economically depressed areas with low employment and low wage ratesReligious traditions, like Purdah in Islam that prevents women from working outside the homeA lack of language skills and foreign qualifications not recognised by UK employersAsylum seekers my not be allowed to take workRacial discrimination in the labour market and housing market
• Material Deprivation and class - Palmer

  • ½ of all ethnic minority children live in low income households, as against a 1/4 of white childrenEthnic minorities are almost twice as likely to be unemployed compared to whitesEthnic minority households are around 3 times as likely to be homeless½ of Bangladeshi and Pakistani workers earned under £7 per hour, compared with ¼ of white British workersEthnic minority workers are more likely to be engaged in shift work and Bangladeshi and Pakistani women are more likely to be engages in low paid house work.
• Material Deprivation and class - definition


  The lack of those physical necessities that are seen as essential or normal for life in today's society. In general WC people are more likely to face poverty and MD. MDT see education failure as resulting from factors such as substandard housing and low income. Ethnic minorities are more likely to face these problems.
• Cultural deprivation - CRITICISMS - Gillborn


  critical of Sewell - IT IS NOT PEER PRESSURE but institutional racism within the education system itself that systematically produces the failure of large numbers of black boys
• Cultural deprivation - CRITICISMS - official stats and Gillborn and Mirza (Intellectual and Linguistic skills)


  Critical of Bereiter and Engelmann - Official stats say otherwise; 2010 pupils with English as their first language were only 3.2 points ahead of those without English as their first language when it came to gaining 5 GCSE A*-C passes including maths and English. Gillborn and Mirza = Indian pupils do very well despite often not having English as their 1st language
• Cultural deprivation - CRITICISMS - those opposed to Compensatory education


  They see it as an attempt to impose the dominant white culture on children who already have a coherent culture of their own they propose to main alternatives:• Multicultural education: A policy that recognises and values minority cultures and includes them in the curriculum• Anti - racist education: A policy that challenges the prejudice and discrimination that exists in schools and wider society
• Cultural deprivation - CRITICISMS - Keddie


  Sees CD as a victim blaming explanation. Ethnic minority children are culturally different not deprived. They under achieve because the curriculum is ethnocentric.
• Cultural deprivation - CRITICISMS - Lawrence


  challenges Pryce's view. He argues that black pupils under-achieve not because of low- self-esteem, but because of racism
• Cultural deprivation - CRITICISMS - Driver


  it ignores the positive effect of ethnicity on achievement. Black Caribbean families are far from being dysfunctional, provides girls with positive role models of strong independent women. This is why black girls tend to be more successful then black boys.
• Cultural deprivation - Compensatory education


  This is the main policy that has been adopted to tackle CD. E.g. the aim of operation head start in the USA was to compensate children for the cultural deficit they said to suffer because of deprived backgrounds
• Cultural deprivation - Asian families - Lupton


  Adult authority in Asian families is similar to the model that operates in schools. Respectful behaviour towards adults was expected. This had a knock on effect at school, since parents were more likely to be supportive of school behaviour policies
• Cultural deprivation - Asian families - Sewell


  Indian and Chinese pupils benefit from supportive families that have an 'Asian work ethic' and place a high value on education
• Cultural deprivation - Sewell: Fathers, gangs and culture - Sewell Asians Vs Black


  Black students do worse than their Asian peers because of cultural differences in socialisation and attitudes to education. 'while one group is nurtured by MTV, the other is clocking up educational hours'.
• Cultural deprivation - Sewell: Fathers, gangs and culture - ArnotSewell


  (media inspired role) describes this ideal as 'ultra- tough ghetto superstar, and image constantly reinforced through media like rap.S - Many black boys are thus subject to powerful anti-educational peer group pressure: most of the academically successful black boys interviewed felt that their greatest barrier to success was pressure from other boys. Speaking standard English and doing well at school was viewed with suspicion by their peers and seen as 'selling out' to the white establishment
• Cultural deprivation - Sewell: Fathers, gangs and culture - Sewell


  DISSAGREES WITH MURRAY - the problem is the lack of fatherly nurturing or 'tough love' = results in black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence. In the absence of the restraining influence of a nurturing father, street gangs of other fatherless boys offer other black boys 'perverse loyalty and love' = presenting boys with a media inspired role of anti - school black masculinity
• Cultural deprivation - Family structure and parental support - Scruton


  low levels of achievement of some ethnic groups resulting from a failure to embrace British culture
• Cultural deprivation - Family structure and parental support - Murray


  (new right) = a high rate of lone parenthood and a lack of a role model leads to less achievement in school in minorities.
• Cultural deprivation - Family structure and parental support - Moynihan


  Because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially without the help of a male breadwinner. The father's absence means that boys lack a male role model. He sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at schools and become inadequate parents themselves
• According to Pryce, why are Asians higher achievers compared to black Caribbean individuals?


  Asians have a culture that is more resistant to racism and provides a greater sense of self-worth.
• How does black Caribbean culture differ from Asian culture in terms of cohesion and resistance to racism?


  Black Caribbean culture is less cohesive and less resistant to racism.
• What impact did colonialism have on the black population according to Pryce?


  Colonialism had a culturally devastating impact, leading to the loss of language, religion, and family systems.
• What was the experience of slavery for the black population?


  It involved being transported and sold into slavery, resulting in cultural loss.
• How did the family structures of the Asian population differ from those of the black population under colonial rule?


  Asian family structures, languages, and religions were not destroyed by colonial rule.
• What are the key differences in cultural impact between the black Caribbean and Asian populations due to colonialism?


  • Black Caribbean:
  • Experience of slavery was culturally devastating
  • Loss of language, religion, and family systems
  • Asian:
  • Family structures, languages, and religions remained intact
• Cultural deprivation - Family structure and parental support


  CDT = failure to socialise children adequately is the result of a dysfunctional family structure.
• Cultural deprivation - Attitudes and Values


  CDT see lack of motivation as a major cause of the failure of many black children. Most children are socialised into mainstream, which instils ambition, competitiveness and willingness to make sacrifices in order to make long term goals = equips them for educational success. However, CDT argue, some black children are socialised into a subculture that instils a fatalistic, 'live for today' attitude that does not value education and leaves them unequipped for success. Sugarman on 'fatalistic'.
• Cultural deprivation - Intellectual and Linguistic skills - Bereiter and Engelmann


  The language spoken by low income black- American families as inadequate for educational success - its ungrammatical, disjointed and unable of expressing abstract ideas.There is concern that children who do not speak English at home may be held back educationally.
• Cultural deprivation and how it links to ethnic differences in achievement.

  The values and attitudes that the mc possess and the wc lack contribute to the underachievement in education. 

  Cultural theorists argue many children from low-income families (wc) and black families lack intellectual stimulation and enriching experiences. This leave them poorly equipped for school because they have not been able to develop reasoning and problem solving skills.