Not in a book Stuck in properly single sided Date and title The questions must be written out Fill in your own tracker Answer my questions Home Learning Define the term educational triage 2m ID: 933159
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Slide1
House keeping
I will no longer mark work which is:Not in a book.Stuck in properly – single sided.Date and title.The questions must be written out.Fill in your own tracker.Answer my questions.
Slide2Home Learning
Define the term educational triage (2m)Briefly explain how pupils’ identities may lead to underachievement (2m) Outline three ways in which pupils may respond to streaming. (6m)Evaluate the view that social class differences in achievement are the result of what goes on in schools. (20m)
Slide3Define the term educational triage (2m)
The need to gain a good league table position creates an educational triage and A-C economy.
Slide4Briefly explain how pupils’ identities may lead to underachievement (2m)
Archer – WC class identities / habitus not recognised by MC school system. Create alternative ways of creating self-worth and identity that are not about education.WC get the message that education is not for likes of them and actively choose to reject it as it does not fit their lifestyle.
Working class students seen as inferior, their preferences, clothing, accents and appearance are seen as tasteless.
WC kids see education as alien and unnatural.
To be educationally successful, they felt they had to change the way they talked and presented themselves.
They had to lose themselves to fit into university and professional careers.
Slide5Outline three ways in which pupils may respond to streaming. (6m)
High streams – high self-esteem – high expectations. Pro-school norms and values.Low sets – low self-esteem, anti-school subculture.Woods – Retreatism, Ritualism, RebellionFurlong – No fixed response.
Slide6Evaluate the view that social class differences in achievement are the result of what goes on in schools. (20m)
Slide7Slide8Quick questions to start
Who coined the terms ‘elaborate’ and ‘restricted code’?What explanation did Sugarman give for middle class successes over the working classes in education?
What experiment did Rosenthal and Jacobson conduct in 1968?
According to Becker (1971) what criteria did the teachers use in his study use to ‘judge’ and label ‘ideal’ students and other pupils?
What are the two subcultures titled in Lacey’s study?
How were students differentiated in Lacey’s study?
Differentiation leads to what according to Lacey?
Slide9Ethnicity
and
achievement
Post-it Note Challenge:
Define Ethnicity
Slide10Defining Ethnicity
“People who share common history, customs, language, religion, culture and who see themselves as a distinct unit”Problem of measuring ethnicity?Should Asian be grouped together?How do you classify people of dual heritage?Is ethnicity different to race?
Slide11Task
On the sheet, arrange the cards you have been given into an order. Blu tack them on. Highest
Achievers
Lowest
Achievers
Now annotate the sheet – what factors might affect attainment? Why might ethnicity play a role?
Slide12Slide131) Chinese girls
2) Chinese boys
3) Indian girls
4) Indian boys
5) White girls
6) Pakistani girls
7) Black Caribbean girls
8) White boys
9) Pakistani boys
10) Black Caribbean Boys
11) Irish Traveller boys
12) Irish Traveller Girls
Slide14Other problems...
‘One snapshot in time’Some pupils may resit exams or add to their qualifications after leaving school.
Slide15Ethnicity: The Facts
Inequalities in educational achievements of different ethnic groups.Whites and Asians do better than students who identify as Black.Significant variation in each group (Asians – Bangladeshi & Pakistani do worse that Indians)Gender and class differences in each group.White boys on FSM are worst performing group.
Slide16Slide17Is cultural background influencing achievement?
Slide18Outside School (External) Factors
Language
Social class and material factors
Family Differences
Gender
Slide19Inside School (internal) Factors
The school system is racist
Stereotyping
Setting and streaming
Lack of role models
Exclusion
Labelling
Pupil/teacher relationships
Slide20Cultural Deprivation
Slide21Intellectual and Linguistic Skills
Low income EM families lack intellectual stimulation and experiences.Lack of Standard English may be a barrier to educational success.Gillborn and Mirza (2000) Indian pupils do very well in spite of often not having English as a home language.
Slide22Attitudes and Values
Lack of motivation and ambition among some ethnic groups.They are not socialised into a ‘pro-school’ culture.
Is this true?
Is this racist?
Slide23Family Structure
Failure to socialise children due to dysfunctional family structures.Murray (1984) high rates of lone parenthood and a lack of positive male role models.Pryce (1979) Impact of colonialism determines different ethnic groups resistance to racism.
Slide24Asian Families
Driver & Ballard (1981) Asian family structures have educational benefits. Asian parents positive about education, high aspirations and supportive of school behaviour policies.Khan (1979) Some Asian families are ‘stress-ridden’, bound by tradition and a controlling attitude towards children and girls.
Slide25Tiger Mother
http://www.youtube.com/watch?v=eDdEnKPA5_s
What reasons might Amy Chua give for explaining why Chinese students perform better at school?
Can you remember any of her ‘Tiger Mother’ parenting tips?
Slide26Sewell: Tough Love
Not the absence of fathers but lack of nurturing ‘tough love’ to help black boys overcome problems of adolescence.Fatherless boys use media - anti-school black masculinity.Biggest barrier to success is black boy peer pressure
Slide27Important study:
Arnot (1998)In addition to internal factors, Sewell argued that many black, male role models for young black men are what Arnot defines as ‘ultra-tough’ ghetto superstars – images constantly reinforced in the media, and played out in school.
Slide28White working-class families
EM more likely to aspire to HE.Teachers hold negative views about white working class parents.White working class kids have lower aspirations and worse achievement.
Slide29Criticisms of Cultural Deprivation
Ignores the positive effects of ethnicity on achievement. Black pupils do not fail because of weak culture rather due to RACISM.
Victim-blaming – EM children are not culturally deprived but culturally different.
The curriculum favours white culture and is ETHNOCENTRIC.
Education should be multi-cultural and anti-racist.
Slide30Activity – PERCy –Ethnicity and Cultural Deprivation
Slide31P
ointChildren from ethnic minority groups may fare less well at school because of linguistic deprivation.
Slide32P
oint Explanation
Children from ethnic minority groups may fare less well at school because of linguistic deprivation.
This describes how children from some ethnic minorities may not possess the English skills needed to succeed in British education, often because English is a second language
Slide33P
oint Explanation Research
Children from ethnic minority groups may fare less well at school because of linguistic deprivation.
This describes how children from some ethnic minorities may not possess the English skills needed to succeed in British education, often because English is a second language
Mac an Ghaill (1988) even suggested that black Caribbean students often encounter problems because the Creole or patois that their parents speak does not ‘fit’ with the formal English required in exams.
Bowker (1968) agrees that a lack of standard English can be a major barrier.
Slide34P
oint Explanation Research
C
riticism
Children from ethnic minority groups may fare less well at school because of linguistic deprivation.
This describes how children from some ethnic minorities may not possess the English skills needed to succeed in British education, often because English is a second language
Mac an Ghaill (1988) even suggested that black Caribbean students often encounter problems because the Creole or patois that their parents speak does not ‘fit’ with the formal English required in exams.
Bowker (1968) agrees that a lack of standard English can be a major barrier.
However, this idea is not a rule, as statistics show that Chinese and Indian students are the most academically successful students. For many of these students, English is not their mother tongue either.
Slide35Material Deprivation
Pakistanis and Bangladeshis are 3X more likely than whites to live in poverty.50% of EM children live in low-income households compared to 25% of whites.15% of EM households are overcrowded.
EM x3 likely to be homeless.
Pakistanis x2 more likely to be working in unskilled or semi-skilled jobs.
Slide36It is about POVERTY not Culture.
Slide37Does class override ethnicity? Discuss.
Slide38Racism in wider society
Poverty amongst EM groups due to wider racism in society.Discrimination in housing.Discrimination in employmentNoon (1993) Letters of Application – same details with the name ‘Evans’ and ‘Patel’. Companies more positive about Evans.
Slide39Scale 1 - 10
The education system is racist. Race inequality is a fundamental, constant and central feature of education today.Gillborn.
Slide40Internal Factors
Slide41Internal factors
and ethnic differences in achievement
Individual teacher racism
Slide42What stereotypes do you think exist about certain ethnic groups?
Slide43Richard Hammond
"Mexican cars are just going to be a lazy, feckless, flatulent, oaf with a moustache leaning against a fence asleep looking at a cactus with a blanket with a hole in the middle on as a coat"
Slide44Labelling and teacher racism
Teacher may attach labels to students: Bright/stupid, troublemaker/obedient etcInteractionists focus on the different labels teachers give to students from different ethnic backgrounds.
Negative labels may lead teachers to treat ethnic minority pupils differently.
Slide45Gillborn & Youdell (2000) Teachers have racial stereotypes about black pupils.
Teachers quicker to discipline black pupils than others for the same behaviour.Racialised expectations – teachers expect more discipline problems therefore the students behaviour is interpreted as a challenge. Black pupils respond negatively to this which escalates the problem.
These stereotypes lead to allocation in lower sets or exclusion.
Slide46Exclusions from school
Four-fifths of permanent exclusions are boys.Black Caribbean pupils x4 as likely to be permanently excluded from school as White British pupils. Indian, Pakistani and Bangladeshi children are all less likely to be permanently excluded from school than White British pupils.
Slide47Slide48Why
are exclusions so high?Bourne (1994) – black boys seen as a threat, negatively labelled which results in exclusion.Osler (2001) – Black pupils also suffer higher rates of hidden or internal exclusions and more likely to go to PRUs.
Foster (1990) Black boys more likely to end up in lower sets despite their abilities.
Slide49Wright (1992) Asian Pupils
Observation study of a multi-ethnic primary school.Teachers assumed Asian pupils would have a poor grasp of English so spoke down to them or left them out of discussions.Teachers mispronounced their names.
Marginalisation
Slide50Pupil Identities
Archer (2008) Teachers have stereotypical ideas about EM pupils’ identities.The Ideal Pupil – white, middle class, masculinised identity, normal sexuality
The
Pathologised
Pupil
– An Asian, ‘deserving poor’ feminised identity, asexual, plodding conformist, overachiever, success through hard-work rather than talent.
The Demonised Pupil
– black or white working class, hyper-sexualised identity, unintelligent, peer-led, culturally-deprived underachiever.
Slide51Pupil Responses to Subcultures.
Fuller (1984) Study of Y11 high achieving black girls in a london school.Rejected negative labels about themselves.Channeled themselves into their studies – did not seek teacher approval – socialised with low achieving black girls.
Mac an Ghaill (1992)
Study of black and Asian A level students.
Students believed the teachers had negatively labelled them but did not accept the label.
No self-fulfilling prophecy.
Slide52Important study:
Heidi Mirza (1992)
Mirza
found that racist teachers often discouraged black pupils from being ambitious through the kind of advice they gave them regarding careers.
Pupils strategies to cope involved avoiding certain teachers, not asking for help, not choosing certain options which impacted on their success.
In her research,
Mirza
uncovered 3 main types of teacher racism.
Slide53The colour-blind:
They believed all children were equal, but let racism to go unchallenged.The liberal chauvinists: Teachers that have low expectations of black students and believe they are culturally deprivedThe overt racists:
They believed black children were inferior and actively discriminated against them.
The crusaders:
These were not racist – they were a small minority of (young) teachers who actively sought to fight racism and challenge their racist colleagues.
Slide54Important study:
Sewell (1998)Black boys deal with racism in a variety of waysTeachers’ stereotypes about black machismo see all black boys as rebellious and anti-school.Sewell said that boys respond in a variety of ways…
Slide55Goal of success
Follow school rules
Behaviour
Rebels
No – make their own
No – make their own
Conformed to a stereotype of the ‘black lad’. Rebellious. Disliked white boys (girly) For a (anti-school) subculture. The biggest, most visible group
Conformists
Yes
Yes
Keen to succeed and do well so followed school rules – friends from all ethnicities – not part of a subculture and did not want to be stereotyped
Retreatists
No
No
Very small minority of isolated boys. Disconnected from school and black peers.
Innovators
Yes
No
The second largest group. Pro-education, but anti-school. Did not seek teachers’ approval. Distanced themselves from conformists, but kept credibility with rebels.
Slide56Goal of success
Follow school rules
Behaviour
Rebels
No – make their own
No – make their own
Conformed to a stereotype of the ‘black lad’. Rebellious. Disliked white boys (girly) For a (anti-school) subculture. The biggest, most visible group
Conformists
Yes
Yes
Keen to succeed and do well so followed school rules – friends from all ethnicities – not part of a subculture and did not want to be stereotyped
Retreatists
No
No
Very small minority of isolated boys. Disconnected from school and black peers.
Innovators
Yes
No
The second largest group. Pro-education, but anti-school. Did not seek teachers’ approval. Distanced themselves from conformists, but kept credibility with rebels.
Slide57Evaluation of Labelling and Pupil Responses.
Rather than blame the victim, these theories suggest teacher stereotypes can cause failure.Deterministic – once labelled not all students become self-fulfilling prophecies, many reject and challenge the labels.
Bigger Picture – blaming individual teachers does not examine the wider issues such as Government policy, racism is society.
Slide58Institutional Racism
“Discrimination built into the way schools and colleges operate”Evidence:Ethnocentric curriculum.Racism not seen as an important issue.Assessment
Access to Opportunities
Slide59“Locked in inequality”
Critical race theory.“Less overt, more subtle , less identifiable in terms of specific individuals … it originates in the operation of established and respected forces in society”The scale of historical discrimination is so large that the inequality is self-perpetuating. It feeds on itself.
Ethnic inequality in education so deep rooted, so large that it is a practically inevitable feature of the education system.
Slide60Institutional racism?
Slide61Troyna and Williams (1986) Ethnocentric Curriculum
A policy which gives priority to one culture over others.National Curriculum ignores non-white history, languages, literature and music.History – British presented as bringing civilisation to the world.
Poor teaching of Asian languages.
Activity:
To what extent is this true today?
What has your education been like?
Indian and Chinese students achievement is above the national average
Slide62Ethnocentric curriculum?
Slide63Selection and Segregation
Gillborn (1997) Marketisation – schools more able to select their pupils.CRE (1993) Admission procedures mean EM children less likely to get into desirable schools.
Recent years have seen a growth in minority faith-based schools.
Slide64Very Important study...
Commission for Racial Equality (1993) Racism in school admissions means that ethnic minority children are more likely to end up in unpopular schools. Because...
Primary school reports stereotype minority pupils.
Racist bias in interviews for school places.
Lack of info and application forms in minority languages.
Minority parents are often unaware of how the waiting list system works and the importance of deadlines.
Slide65Selection and Segregation
Gilborn (1997) argues that the marketisation of schools (the competition for places) has given schools greater scope to select pupils.
More choice means that negative racial stereotypes might play a part in (not) selecting certain students.
Slide66Access to Opportunities
Slide67Criticisms of Institutional Racism
1. Sewell – the underachievement of black boys is mainly a product of external factors such as peer group pressure.2. Overachievement of Chinese and Indian pupils.
Slide68Model Minorities
Chinese and Indian pupils overachievement makes the system look fair and meritocratic.Justifies the failure of other groups as individual fault or problematic home life.Model minorities still experience racism in schools.
Slide69Ethnicity, class and gender
Evans (2006) to understand the different achievement of different groups we need to understand how ethnicity, class and gender interact.Connolly (1998) study of a multi-ethnic primary school.
Pupils and teachers construct masculinity differently depending on the child’s ethnicity.
Black boys = disruptive. Asian boys = vulnerable, academic.
Slide70Plan me!
Evaluate the view that ethnic differences in educational achievement are primarily the result of factors outside the school (20 marks).
Slide71Plenary : Scale 1 - 10
The education system is racist. Race inequality is a fundamental, constant and central feature of education today.Gillborn.
Slide72“That’s great honey, you’ll make a good receptionist one day”
Slide73“Shall I compare thee to a summers day…”
Slide74“Your labels won’t stick to us!”
Slide75Slide76Slide77Sort out racism in school
Slide78“Stop that nonsense at once!”
Slide79