Ethnic differences essay Essay Example for Free

Ethnic differences essay Essay ?Asses the claim that â€Å"ethnic differences in educational achievement are primarily the result of school factors† Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pigeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. However many sociologists argue that it is external factors that affect ethnic differences in educational achievement. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic backgrounds tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Nevertheless, some sociologists argue that it is internal factors which affect ethnic differences in educational achievement. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. However other factors such as linguistic skills affect this achievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

David Foster Wallace in Doubletakes Essay -- David foster Wallace Doub

David Foster Wallace in Doubletakes The one author whose style I could appreciate most and who I could connect with best in â€Å"Doubletakes† was David Foster Wallace. His ability to capture one moment that most people would normally take for granted and to freeze this moment like it is occurring in slow motion, taking into account all five human senses (touch, sight, smell, taste and hearing), color imagery, similes, metaphors and all of his unique description of the scenes surrounding the actions of the main character really make him stand out in my mind. By taking an event so seemingly trivial (for example the act of climbing up and jumping off of a diving board in Forever Overhead), Wallace forces his readers to appreciate all aspects of life, especially the minor details. This is what appeals most to me about Wallace because I too like to point out small, seemingly insignificant events in my writing and put them under a microscope so to force the reader to think more seriously about mundane actions. Wallace’s characterization is fairly simple on the surface, as he seems to ...

Literary Analysis of Night

The Holocaust changed the lives of many people and survivors and had many adverse effects. Some began to question their faith in their beliefs and even questioned their god. They pondered upon the thought of how God could sit idly by and allow the atrocious actions committed within their own homeland be unjustified. Those that survived have many terrifying stories to tell. Many survivors are too frightened to tell their story because their experiences are too lurid to express in words or even comprehend. One of Wiesel's main objectives in writing Night is to remind readers that the Holocaust occurred, and hopes that it will never happen again. Night themes include the inhumanity of humans toward others and how death can cause potent harm to one’s psyche. In Night, Elie Wiesel uses many literary devices such as Tone, Imagery, and Repetition to portray the acts of death and inhumanity as well as their traumatizing effects. Elie Wiesel uses repetition to clearly state and emphasize what he has endured and shall never falter or be forgotten but shall always linger within the confines of his forever scarred conscience. Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of Ingles 2 Smoke beneath a silent blue sky. Never shall I forget those flames which consumed m y faith forever. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself. Never. † (Pg. 32) This quote displays not only the horrifying acts that were committed but the effects it had on the author’s conscience. Also, notice that Eliezer states that his God was murdered. â€Å"For the first time, I felt revolt rise up in me. Why should I bless His name? The Eternal, Lord of the Universe, the All-Powerful and Terrible, was silent. †(Pg. 31) But in the final line Eliezer acknowledges him as God. Despite saying his God was murdered, it is clear that Eliezer is actually struggling with his faith and his God. Just as he is never able to forget the horror of that night, he is never able to reject completely disdain his religion. Elie Wiesel uses imagery to depict explicitly what happened within the concentration camps. The imagery used in Night also gave the readers a sense of what Eliezer endured and the many horrors he encountered during his time spent within the camps. â€Å"Babies were thrown into the air and the machine gunners used them as targets† (Pg. 4)

The Impact Of Supportive Co Parenting, Father Engagement...

Examining the Impact of Supportive Co-parenting, Father Engagement and Attachment: An Article Analysis La-Mine Perkins NC State University Research has shown that the presence of healthy attachments between parents and children during infancy are a cornerstone of individual’s future social and emotional well-being (Zastrow 147). Secure levels of attachment are associated with healthy peer relationships, higher self-esteem and overall survival. In Associations among Supportive Co-parenting, Father Engagement and Attachment: The Role of Race/Ethnicity, Pudasainee-Kapri and Razza examine the impact of supportive co-parenting, and father engagement on mother-child attachment. The article was written by†¦show more content†¦This assessment included the father engagement through telling stories, singing, reading, and other measurable indicators. The research also looked into the parent perception of the child, and the co-parenting relationship. Finally, the researchers controlled for variables, to mitigate suspicious engagement among the father engagement, mother-child attachment, and co-parenting. After con trolling for disqualifying factors the researchers were left with a sample that was slightly skewed due to a larger than normal proportion of married/cohabitating and minority families. It is unclear what the impact to the overrepresentation of some groups may have had on the study. The methodology of surveying only mothers does leave room for criticism of implicit bias. The research found that the was a correlation of co-parenting and race/ethnic interactions as associated with the child-parent association was found. Research findings validate the well-accepted data on the importance of supportive co-parenting during infancy and the many benefits including father engagement and mother-child attachment. The findings did differ from previous research in finding, lower levels of father engagement in minority families. Attachment in minority parent-child relationships was also lower than those of white families. Regardless, the positive link between supportive co-parenting and father engagement crossed racial/ethnic lines. Researchers theorizeShow MoreRelatedAttachment Theory And Emotional Development1347 Words   |  6 Pagesand of others† (p. 133). Attachment theory plays a large role in cognitive and emotional development because it sets a foundation for the child. A case study of Angela, a 17-year-old mother, and her 11 month-old son, wi ll dive into the attachment relationship between the two and extenuating circumstances surrounding that attachment. Angela is attempting to raise her son under the roof of her mother; who doesn’t support a paternal relationship for Adam. 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