Ethnicity Flashcards

1
Q

What is an ethnic group

A

Shared culture, identity, history, distinct group,

Deciding whos in which ethnic group is an issue - variations

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2
Q

Overall ethnic patterns educational achievement

A

Black and Pakistani do worst
Chinese and Indians best
White = average as make up majority population

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3
Q

2 divisions explaining differences

A

Internal factors

External factors

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4
Q

What are the main external factors

A

Cultural deprivation
Material deprivation and class
Racism

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5
Q

What is cultural deprivation split in to

A

Intellectual and language skills

Attitudes, values and family structure

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6
Q

Outline intellectual and language skills

A

Low income black families lack intellectual stimulation fail develop reasoning and solving skills

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7
Q

Who researches and supports intellectual and language skills

A

Bereiter and Engelmann

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8
Q

How do Bereiter and Engelmann support cultural deprivation intellectual and language skills

A

Language poorer black American families is ungrammatical and disjointed
Unable express abstract ideas - barrier
Do not speak english at home may be held back

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9
Q

Evaluation of intellectual and language skills

A

Swann Report
Language not a major factor, any effect temporary, Indian pupils do well in school despite often not speaking english at home

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10
Q

What are attitudes, values and family structure split in to

A
Fatalism and immediate gratification
Lack male role model
Culture of poverty 
Impact slavery
Asian families
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11
Q

How is fatalism part of attitudes values and family structure affecting educational achievement

A

Most socialised mainstream = instils competitiveness and desire achieve
subculture some black children fatalistic, focused immediate gratification, resulting lack motivation

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12
Q

Evaluation of Fatalism and Immediate Gratification

A

Connor

EM parents often place higher value on education than white parents

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13
Q

How is lack male role model part of attitudes values and family structure affecting educational achievement

A

Encourage Afro-Caribbean boys to anti-educational macho ‘gang culture’

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14
Q

How do the New Rights support lack male role model

A

Murray - high rate SPF and lack positive male role model = underachievement

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15
Q

Evaluation of lack of male role model

A

Sewell - only minority African-Caribbean boys were anti-school

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16
Q

How is culture of poverty part of attitudes values and family structure affecting educational achievement

A

Moynihan: absence male role model achievement in black matrifocal LPF produce inadequately socialised children who fail at school, become inadequate parents themselves, and perpetuate culture of poverty

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17
Q

How is slavery part of attitudes values and family structure affecting educational achievement

A

Pryce
Black Caribbean culture less resistant to racism because of experience of slavery many have low self esteem and underachieve

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18
Q

How are Asian families part of attitudes values and family structure affecting educational achievement

A

Sewell
Chinese and Indian pupils benefit from supportive family networks ‘Asian work ethic’ contrasts with black LPF - lack fatherly nurturing, street gangs offer alternative perverse loyalty. Felt greatest barrier to success was peer pressure, speaking standard English and doing well was selling out

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19
Q

Evaluation of how Asian Families impact ethnic differences

A

Asians have more positive attitudes towards education as their adult authority is similar to that in schools
Asians more likely than whites support school policies

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20
Q

Why do white working class pupils underachieve

A

Lower aspirations
Result white working class culture
Lacking parental support

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21
Q

Who researched in to white working class pupils underachieving

A

Lupton

Evans

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22
Q

What did Lupton find in to white working class pupils underachieving

A

Studied 4 mainly w.c schools different ethnic compositions
Teachers reported poorer levels behaviour and discipline white pupils
Lower support and negative attitudes from parents

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23
Q

What did Evans find in to white working class pupils underachieving

A

Street culture w.c. areas can be brutal and brought into school
Result = strong pressure reject education

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24
Q

How does compensatory education policies support cultural deprivation explanation

A

Aims counter effects cultural deprivation
Assumes underachievement caused by cultural deprivation
Operation Head Start
Sure Start

25
Q

Outline Operation Head Start

A

USA, established compensate cultural deficit they are said to suffer due to deprived background

26
Q

Outline Sure Start

A

UK aims support development pre-school children deprived areas

27
Q

Evaluation of cultural deprivation

A

Victim blaming - EM culturally different and education ethnocentric
Cultural exclusion - EM less aware how to negotiate British education system
Cultural Domination - impose dominant white m.c culture

28
Q

How does material deprivation and class cause ethnic differences

A

Lack physical/economic resources
Substandard housing and low income
1/2 EM children likely from low income house
2X more likely to be unemployed
Discrimination in housing and labour markets

29
Q

Evaluation of material deprivation and class

A
Whilst class plays a part doesnt override 
M.C black pupils do less well at GCSE than white or asian m.c
30
Q

Outline racism in wider society causing ethnic differences

A

Face direct and indirect discrimination work and housing market
Social exclusion
Unemployment, low pay, inadequate housing
Affects childs education

31
Q

Outline 3 internal factors affecting ethnic differences

A

Labelling
Pupil subcultures
Ethnocentricity and institutional racism

32
Q

How does labelling lead to ethnic differences

A

Interactionist
Interested impact label e.g black pupils = disruptive, Asians = passive
Negative racist labels = treat pupils differently = disadvantaging = SFP
leads underachievement both Black and Asian pupils

33
Q

Who researched in to labelling in black pupils

A

Gillborn and Mizra

Gillborn and Youdell

34
Q

Outline Gillborn and Mizras research in to black pupils being labelled

A

1 area black children highest achievers entering primary school, by GCSE’s over 20 points below average = suggests schooling to blame

35
Q

Outline Gillborn and Youdell’s research in to black pupils being labelled

A

Teachers ‘racialised expectations’
Expecting discipline problems and behaviour seen as threatening
Black pupils more likely punished same behaviour, ability underestimated, picked on
Leads higher levels exclusion and placed lower streams

36
Q

Evaluate Gillborn and Youdell

A

How are they certain behaviour only interpreted problematic and wasnt in fact misbehaviour

37
Q

Who researched in to Asian pupils and labelling

A

Wright

Connolly

38
Q

What does Wright say about Asian pupils and labelling

A

Stereotyped, treated differently
Assumed have poor english skills, used simplistic language to them
Mispronounced names
Saw them as children you could ignore
Result: esp girls marginalised, prevented participating, affecting self esteem

39
Q

What does Connolly say about Asian pupils and labelling

A

Asians viewed as passive and conformist

Boys more feminine and vulnerable

40
Q

Outline pupil subcultures

A
Reaction racist labelling
Sewell
Conformist
Innovator 
Retreatist
Rebel
Only minority 'black macho lad' but teachers see them all this way results underachievement = discrimination
41
Q

Outline Sewells conformist subculture

A

Keep succeed, accepted schools goals and have friends of different ethnicities

42
Q

Outline Sewells innovator subculture

A

Pro education
Anti schooling
Value success but not teachers approval

43
Q

Outline Sewells retreatist subculture

A

Disconnected from both school and black subcultures outside it

44
Q

Outline Sewells rebel subculture

A

Rejected schools goals and rules, turning to ‘black macho lad’ stereotype
Aim achieve status of ‘street hood’

45
Q

Evaluation of Sewells subculture theory

A

Sewell: recognises external factors more important

Tells us range of characteristics, but not why they choose different responses

46
Q

Who researches in to reacting to a negative label

A

Fuller
Mac and Ghaill

Some remain committed despite racist labelling
Criticises view labelling deterministic

47
Q

Outline Fullers research into rejecting negative label

A

High achieving black girls yr11 London comprehensive, maintained positive image rejecting stereotypes. Conformed and worked hard, didnt seek teachers approval maintained friendships with lower streams

48
Q

Outline Mac and Ghaills research into rejecting negative label

A

Black and Asian A level students did not necessarily accept teachers negative label
E.G. Some girls all-girls school previously attended gave them greater academic commitment

49
Q

Evaluation of Fuller and Mac and Ghaill

A

Mirza

Black girls strategies of dealing with racism e.g. Not asking for help restricts opportunities

50
Q

Outline institutional racism

A

Discrimination built into way institutions operate at an unconscious level

51
Q

What is the critical race theory relation to institutional racism

A

Institutional racism deep rooted ‘locked in’ feature of education system.

52
Q

List ways institutions racist

A
Ethnocentric curriculum 
Selection and segregation
Assessment 
Access to opportunities 
New IQism
53
Q

How is the curriculum ethnocentric

A

Troyna and Williams: priority white culture
David: national curriculum ‘specifically british’
Ball: history looking at past glories whilst ignoring Black and Asian histories
Result: low self esteem, culture and identity no value

54
Q

Evaluation of the ethnocentric curriculum

A

Not clear what the impact is

Asian, Indian, Chinese cultures still achieve above average

55
Q

How are institutions racist through selection and segregation

A

Gillborn: marketisation gives schools ability to select pupils, negative stereotypes influence decisions
Moore and Davenport: American research selection procedure lead ethnic segregation

56
Q

How are institutions racist through assessment

A

Gillborn: rigged validate white dominant cultures superiority

57
Q

Example of how are institutions racist through assessment

A

E.G. 2003 assessment showed black pupils ahead of white, replaced foundation stage profile black pupils appearing worst

58
Q

How are institutions racist through access to opportunities

A

White pupils 2X more likely be identified G&T then black pupils
Tikly and Strand: black pupils more likely entered lower tier exams - placed lower sets due teachers expectations, leading SFP

59
Q

How are institutions racist through new IQism

A

Secondary schools using old school intelligence IQ tests allocate pupils to streams. False assumption that pupils potential is fixed quality that can be measured.
Black pupils more likely placed lower streams