Ethnic patterns and achievement

• External - linguistic skill

  This factor:

  Language spoken by low income black family inadequate for educational success.
• External - Asian family structure and support

  This factor:

  Indian and Chinese students benefit from supportive families that have an 'Asian work ethic' and place high value on education.
• External - Black family structure and support

  This factor:

  Black family lack a male role model, lack of nurture or tough love. Boys being brought up on 'ultra-tough ghetto superstar...MTV'.
• External - White working class family

  This factor:

  Working class white family, lack parental support, lack aspiration for university, and poor level of behaviour in school.
• External - material deprivation

  This factor:

  Ethnic minorities such as Bangladeshi/Pakistani - low income family, unemployed, homeless, poverty, lack of resources and income.
• External - Racism in wider society

  This factor:

  Racism in society, leads to social exclusion. e.g. harder to get a job, leaving EM unemployed.
• Internal - Black student labelled

  This factor:

  Labelled as 'disruptive', challenge authority, pose discipline problems often based on racial stereotypes. Leads to more exclusions from school, streamed low and the SFP.
• Internal - Asian student labelled

  This factor:

  Labelled as 'inferior', assumed they had poor english skills, left out of classroom discussions and often spoke in simplistic language to them.
• Internal - Pupil identity

  This factor:

  Archer: teachers stereotyped students based on identity. E.g.

  - Ideal pupil - white middle class

  - pathologised - Asian, feminised , passive

  - demonised - black or white hyper-heterosexual identity (usually working class).

  
  

  Chinese students can be both praised AND viewed negatively by their teachers. Success achieved BUT in the 'wrong way'.
• Internal - Fuller's girls

  This factor:

  These girls, high achievers in a school where black girls placed in low stream. Rejected the negative stereotypes about them, focused educationally, BUT stayed friends with girls in low stream and ACHIEVED.
• Internal - Mirza's girls

  This factor:

  These girls, where unable to resit the racist attitudes of their teachers, channeled it by AVOIDING lessons, leading to their failure.
• Internal - Sewell Boys

  This factor:

  Sewell argued that there are 4 responses to racist teacher labelling:

  - rebels - most visible - disruptive.

  - conformist - largest group - accepted school values.

  - retreatist - minority disconnected from both school/peers

  - innovators - second largest group - pro-education BUT anti-school.
• Internal - institutional racism

  This factor:

  Discrimination that is built into the way institutions such as schools operate.

  - E.g. No effective racism strategy,

  - school year is organised around Christian festivals,

  - food served in canteen not catering for ethnic groups.

  - School uniforms
• Internal - ethnocentric curriculum

  This factor:

  Educational policy, e.g. School Curriculum that gives priority to one culture over another.

  - E.g. Teaching white history, past glories of the British Empire

  and European languages.
• Internal - Marketisation


  This factor:

  - Marketisation gives schools scope to select their pupils.

  - These procedures favoured white pupils and disadvantaged those from ethnic backgrounds.

  - e.g. application forms only in English

  - parents unaware of how the school admission procedure works

  - racist bias in interviews for school places.
• Gillborn


  This sociologist:

  - Studied black students and labelling (disruptive)

  - Institutional racism, e.g. New IQism and streaming
• Wright


  This sociologist:

  - Studied asian students and labelling (ignored)
• Sewell


  This sociologist:

  - Studied black boys and subcultures (x4)

  - Peer pressure and lack of father figure