Ethnocentric curriculum:
This refers to the attitude or policy which gives priority to a particular ethnic group whilst disregarding others. It could be argued that the curriculum today is based on the white culture. This is supported by Troyna and Williams (1986) who argue in British schools the curriculum is ethnocentric because it ‘gives priority to the white culture and English language’. This could be considered as a factor for the underachievement amongst Afro Caribbean girls because in South London, where there are a high percentage of black pupils, there is no diversity to the curriculum. Therefore they are not learning about the history of their culture. In a sense they could feel isolated because they are not learning anything about their culture, instead learning about the white culture. This could lead to underachievement amongst Afro-Caribbean girls, as they simply are not interested; as they are reluctant recipients of the taught curriculum. As a consequence of this they have different attitudes to education and do not do as well as other ethnic groups. Ball who criticises the national curriculum for ignoring cultural and ethnic diversity also supports the idea of the ethnocentric curriculum; he highlights the ‘mythical age of empire and past glories’. By this he means ignoring the history of black people and what they achieved, especially within the curriculum.
Also there is no emphasis on women and in particular black women for example Madam C.J Walker. It could be argued that this could leave many Afro Caribbean girls without a role model to look up to, as they simply would not learn about this due to the ethnocentric curriculum. As a result, they are unable to see what many black people did and how they transformed history. Due to the reasons above, it could be argued that the ethnocentric curriculum could partly be to blame for the educational underachievement amongst Afro Caribbean girls highlighted through the lack of variety within the curriculum.
Also there is no emphasis on women and in particular black women for example Madam C.J Walker. It could be argued that this could leave many Afro Caribbean girls without a role model to look up to, as they simply would not learn about this due to the ethnocentric curriculum. As a result, they are unable to see what many black people did and how they transformed history. Due to the reasons above, it could be argued that the ethnocentric curriculum could partly be to blame for the educational underachievement amongst Afro Caribbean girls highlighted through the lack of variety within the curriculum.