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sociology Education > differential achievement - ethnicity✅ > Flashcards

differential achievement - ethnicity✅ Flashcards

start at internal factors

1
Q

what does differential achievement by ethnicity refer to?

A
  • the fact that pupils from some ethnic backgrounds perform better in school than others
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2
Q

give a statistic regarding differential achievement by ethnicity

A

in terms of achieving 5 GCSEs from A*-C, Chinese heritage performs best (74% in 2014) and Irish traveller performing worst (14%)

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3
Q

what do cultural deprivation theorists believe

A

cultural deprivation theorists believe it is the socialisation within a child’s home which affects their achievement in school

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4
Q

what do cognitive deprivation theorists believe?

A

reason for EMs underperforming in education is because their intellectual and linguistic skills are underdeveloped
- linked with income –> parents with less disposable income cant afford stimulating toys and activities

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5
Q

what does Pryce say in regards to cognitive deprivation

A
  • asian culture in UK is much more cohesive than black culture
  • as such they can ignore racism more effectively
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6
Q

what does Scrunton say in regard to cognitive deprivation

A
  • low achievement is the result of EMs failing to embrace and conform to British culture
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7
Q

how do Troyna and Williams criticise the cognitive deprivation theory?

A
  • argue that the description of some cultures are a little more than racist stereotypes
  • shows how difficult it is to access true nature of relationship between ethnicity and achievement
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8
Q

how does Sivanandan criticise the cognitive deprivation theory?

A
  • argues Afro-carribean culture is used by some right winged groups to justify the view that they are a problem fro society
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9
Q

what does Bowker say in regard to linguistic deprivation?

A
  • black american family’s lack of standard English is a major barrier to achievement
  • strong accent, use of dialect and non standard English might influence teacher labelling
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10
Q

how do Driver and Ballard contradict Bowker?

A
  • they found that children who spoke a different language at home were as good at english as their classmates by the age of 16
  • language barriers do not persist in subsequent generations
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11
Q

how does The Swann Report support Driver and Ballard’s criticism of linguistic deprivation?

A
  • found that language was not a major factor in underachievement
  • children who do not have english spoken at home still achieve well in school
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12
Q

what do cultural theorists argue in terms of attitudes and values?

A
  • the attitudes and values of different ethnic groups affect their child’s academic performance
  • mainstream culture of ambition and willingness to learn are required for educational success
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13
Q

what do Driver and Ballard say in regards to attitudes and values?

A
  • Asian family structure brings educational benefits
  • more ambition for their child + positive attitude towards education = more chance of their child’s success
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14
Q

what does Lupton find in regards to attitudes and values?

A
  • found expectations of behaviour in asian families closely reflects those of school
  • therefore asian parents are more supportive of school procedures and discipline
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15
Q

how does Khan contradict Bowker in regard to attitudes and values?

A
  • the apparent ‘stress ridden’ atmosphere of Asian families and controlling attitude towards children has been flagged up by Khan as a barrier for achievement
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16
Q

what does Moynihan argue in regards to family structure?

A
  • large amount of black families which are single parent/female-headed mean children lack adequate financial support from a clear breadwinner
  • lads lack role model of male achievement
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17
Q

how does Driver criticise family structure as a factor of EM underachievement

A
  • too much of a bleak picture is created
  • positive effects that ethnicity has on achievement is ignored
  • black families create tole models for girls –> strong, independent…
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18
Q

how does Keddie criticise cultural deprivation theorists

A
  • argues there is no way someone can be culturally deprived, just culturally different
  • Keddie therefore argues that the reasons for underachievement lie within the education system
    eg: she claims school are ethnocentric
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19
Q

define material deprivation

A

lack of physical or economic resources

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20
Q

what do cognitive deprivation theorists believe in regards to low income

A
  • some researchers believe parents from low income backgrounds do not engage and stimulate their children
  • thus the child’s cognitive system is underdeveloped, leaving them poorly equipped for school
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21
Q

what does Flaherty demonstrate in terms of low income

A
  • unemployment is 3x more likely for black, Pakistani and Bangladeshi
  • 15% of EM household live in overcrowded conditions, as opposed to 2% of white households
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22
Q

what does the Swann Report say in regards to material deprivation

A
  • strong evidence suggests material deprivation is biggest factor of underachievement
  • may be dangerous to overestimate the effect of poverty on differences of ethnic achievement and put too much emphasis on cultural differences
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23
Q

describe an A03 point regarding material deprivation in terms of cultural and social factors being inextricably linked

A
  • black families are more likely headed by a lone female, whereas divorce rates and single parent households are much lower in other ethnic groups
  • this means black heritage is more likely to be poor compared to other cultural groups
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24
Q

what does Rex claim in regards to racism in wider society?

A
  • racial discrimination ca lead to social exclusion and worsen poverty for EM’s
  • eg: it is more likely that ethnic families are forced into substantial housing compared to white families of the same class
25
Q

what did Noon find in regards to racism in wider society?

A
  • sent identical enquiry letters regarding future employment to top 100 Uk companies
  • one had white sounding name “smith” and one had asian sounding name “patel”
  • Noon found companies were more encouraging to white sounding name based off of number of responses/helpfullness
26
Q

what is a conclusion of racism in wider society?

A
  • it is clear ethnic differences in educational achievement cannot be explained by one sole external factor
  • it is an extremely complicated picture which becomes even more complex when we take into consideration internal factors to
27
Q

what are the internal factors that affect differential achievement by ethnicity

A
  • teacher labelling
  • pupil identities
  • pupil subcultures
  • ethnocentric curriculum
  • institutional racism
28
Q

define labelling

A

to label someone is to attach a meaning or definition to them

29
Q

give a general example of teacher labelling regarding ethnicity

A

studies show teachers often see black and asian pupils as far from ‘the ideal pupil’

30
Q

what does Gilborn and Youdell say in regards to teacher labelling?

A
  • teachers are quicker to discipline black pupils than others for the same behaviour
  • teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as a challenge to authority
  • when teachers acted on this misconception, pupils responded negatively and further conflict occurred
31
Q

how does Osler support teacher labelling as a factor of ethnic underachievement?

A

Osler claims that black students are more likely to be both officially and unofficially excluded

32
Q

how does Bourne support teacher labelling as a factor of ethnic underachievement

A

Bourne says schools see black boys as a threat which leads to negative labelling and eventual exclusion

33
Q

how does fuller reject teacher labelling as a factor of ethnic underachievement

A
  • studied group of yr 11 black girls in london comprehensive who were in lower stream but were still achieving highly
  • these girls did not conform to the values of school but did value educational success enough to push themselves
  • shows how labelling does not always follow same negative pattern
34
Q

what did Wright find in regards to teacher labelling

A
  • studied multi-ethnic primary school
  • found that asian students suffered labelling—> teachers had ethnocentric views
  • included leaving asians out of discussions and using childish language when speaking to them
35
Q

why does Foster suggest that setting and streaming disadvantages ethnic minority students

A
  • teachers stereotypes of black students could result in them being put in lower sets (SFP)
36
Q

what did Archer say in regards to pupil identities?

A
  • Nike identities
  • believed that teachers often define pupils by stereotypical ethnic identities which often lack the ideal pupil characteristics
  • this leads to negative labelling
  • Archer argues teacher’s dominant way of looking shapes pupils identity
    -if students challenge said stereotypes, they are treated more harshly
37
Q

what are the 3 broad identities recognised in pupils?

A
  • ideal pupil identity
  • pathologised pupil identity
  • demonised pupil identity
38
Q

describe the ideal pupil identity

A
  • white m/c
  • heterosexual
  • achieving the ‘correct way’–> via natural talent and ability
39
Q

describe the pathologised pupil identity

A
  • deserving poor
  • asexual/repressed sexuality
  • ‘slogger’ whoa achieves due to hard work
40
Q

describe the demonised pupil identity

A
  • w/c
  • BAME students
  • hypersexualised
  • un intelligent peer-led
  • culturally deprived
41
Q

what did Sewell find in regard to pupil subcultures?

A
  • carried out a study of Afro-Carrabean students and found black pupils adopted a range of responses to teachers racist labelling
42
Q

what were the 4 responses to racist labelling identified by Sewell?

A
  • rebels
  • retreatists
  • conformists
  • innovators
43
Q

describe retreatists as a response to racist labelling identified by Sewell

A
  • tiny minority of isolated individuals
  • disconnected from both school and black subcultures
44
Q
  • describe innovators as a response to racist labelling identified by Sewell
A
  • pro-education but anti school
  • value success but don’t seek approval of teachers
45
Q

what did Mirza show in regards to Pupil subcultures as an explanation for ethnic underachievement?

A
  • showed that minority students employ failed strategies for avoiding racism
  • studied black girls who faced teacher racism
  • racist teachers discouraged black pupils through bad career advice
  • they failed to achieve their ambitions cause their coping strategies restricted opportunities
  • they didn’t ask teachers for help and did it on their own
  • this meant girls fell behind with work
46
Q

what do Troyna and Williams say in regard to the ethnocentric curriculum?

A
  • British schools are ethnocentric as they give priority to white culture and english language
  • national curric. is specifically British, ignoring cultural diversity eg: history tries to recreate ‘past glories’ while ignoring history of black pupils
47
Q

give an example of how the British school curriculum is ethnocentric

A

most schools organise their calendar around Christian calendar despite fact that amount of ‘active’ Christians are at an all time low

48
Q

how does Stone criticise the idea of a multicultural curriculum?

A
  • argues multiculturalism would simply produce further racial stereotypes
  • change from ethnocentric to multicultural curriculum may encourage Afro-Carribean pupils to pursue their own cultural awareness such as sports
  • this would conform them to the racial stereotypes that black people are good at sports
49
Q

what do Troyna and Williams say in regards to institutional racism

A
  • argue that explanations of ethnic differences needs to go beyond teacher racism
  • need to look as how schools routinely discriminate ethnically
  • need to make a distinction between individual and institutional racism
50
Q

define individual racism

A

results from the prejudiced views of individuals

51
Q

define institutional racism

A

discrimination that is built into the way institutions such as schools operate

52
Q

what did Hatcher find in regards to Institutional racism

A
  • found that schools gave low priorities to race issues and failed to deal with pupils’s racist behaviour
  • in schools he studied, no channel of communication between school governors and ethnic parents
    eg: this meant nothing was done about parents’ concern about language support
53
Q

describe the critical racism theory

A
  • sees racism as a feature of society
    -Roithmayer–> institutional racism is a locked inequality so large and historical that it is no longer a conscious thought
    -Gilbourne–> racism is so ingrained in education it is inevitable
54
Q

describe assessment as a view of institutional racism

A

Gillbourn suggests the system is rigged to validate the dominant culture’s superiority

55
Q

describe access to opportunities as a factor of institutional racism

A
  • in gifted and talented programs, whites are 2x more likely to be included
  • ethnic minorities less likely to be entered for higher tier exams despite policies/initiastives trying to raise their achievements
  • this is due to teacher labelling
56
Q

how does Evans overall evaluate ethnic differences?

A
  • argues to understand relationship between ethnicity and achievement, you first need to look at how ethnicity interacts with gender and class
  • claims that when sociologists examine black children they focus of ethnicity and ignore social class
  • in contrast when researching white pupils, class in focused on and not culture
  • ” we need to look at these things for every child” to gain insightful understanding
57
Q

how does Lawrence overall evualuate ethnic differences?

A
  • educational failure has nothing to do with self esteem and values, it is because of racism inside the education system
  • according to 2013 British social attitude survey, almost third of Brits report that they have some feelings of racial prejudice
58
Q

how does Archer overall evaluate ethnic differences?

A
  • Archer’s research supports the role of ethnic differences and how they affect achievement
  • found that students drew worth from the brands being associated with black masculinity
  • for female respondents, a second aspect of this identity was linked to wearing of jewellery
  • this demonstrates the intersectionality of class, gender and ethnicity
  • demonstrates complex interaction of such factors in determining achievement

sociology Education (10 decks)

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