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AQA A-Level Sociology Burnley College > Education - Educational Achievement - 3.2 (Ethnic Differences) > Flashcards

Education - Educational Achievement - 3.2 (Ethnic Differences) Flashcards

1
Q

3 external factors for ethnic differences

A

> Language
Family Structure
Attitudes and Values

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2
Q

Why is Language a reason Certain Ethnic Groups Underachieve?

A

lack stimulation & linguistic development through their socialisation.

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3
Q

Bereiter and Engelmann on Langauge of low-income black families?

A
  • Language of low-income black-american families is inadequate for educational success.
  • It’s ungrammatical, disjointed and unable of expressing abstract ideas.
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4
Q

How do Gilbourn & Mirza outline that concern some kids don’t speak English at home may be held back is a myth?

A

State school Indian students do well even without English as a 1st language.

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5
Q

What do Attiudes and Values theorists state is cause of ethnic differences

A

Cultural deprivation theorists say subcultures are socialised is fatalistic and focused on immediate gratification, resulting in lack of motivation to succeed.

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6
Q

Explain how Sewell criticises views of Attiudes and Values Theorists?

A

Only minority of black boys were in anti-school subcultures

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7
Q

Family Structure/Support impact on Black Pupils Sociologists

A

> Moynihan (Absence of Male Role Model)

> Murray (Problem with Lone Parent Families)

> Pryce (Resistance to Racism)

> Sewell (Lack of Fatherly Nurturing and Gangs)

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8
Q

Explain Moynihan’s view in relation why Blacks underachieve?

A
  • Absence of male role model, in female headed black Lone Parent Families, produces inadequately socialised children who fail at school.
  • And become inadequate parents themselves perpetuating culture of poverty.
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9
Q

Explain Murray’s view in relation why Blacks underachieve?

A

Afro-Caribbean Lone Parent Families is to blame and lack of male role-models means mums struggle to socialise children well.

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10
Q

Explain Pryce’s view in relation why Blacks underachieve?

A
  • Asian Culture more cohesive than black culture & are more resistant to racism, but blacks aren’t.
  • Due to the devasting impact of slavery means blacks lost religion, culture and heritage - leading to low self-esteem.
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11
Q

Explain Sewell’s view in relation why Blacks underachieve?

A
  • Disagrees with Murray, arguing lack of fatherly nurturing leads to black boys underachieving.
  • Gangs offer them perverse loyalty and love presenting boys with media-inspired role of anti-school black masculinity.
  • Academically successful black boys felt biggest barrier to success was pressure, doing well at school was seen as selling out.
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12
Q

Explain Arnot & Sewell’s view in relation why Blacks underachieve?

A
  • Medias created negative antischool role model for black pupils in e.g. Ultra-Tough Ghetto Superstar through rap & MTV videos.
  • Black students do worse than Asian peers, as whilst 1 group is nurtured by MTV, other is clocking up educational hours.
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13
Q

A03 Criticisms of Family Structure/Support impact on Black Pupils Sociologists

A 
> Gilbourn (Sewell)
> Lawrence (Pryce)
> Driver (Murray)
> Keddie
> Ball
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14
Q

Keddie on Criticisms of Family Structure Theorists

A
  • BAME students are culturally different not deprived.

- Fail due to ethnocentric curriculum being in favour of the Whites.

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15
Q

How does Driver criticise Murray’s view on why Blacks underachieve?

A

Black families not dysfunctional, provides girls with positive role models of strong independent women, so do better in education.

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16
Q

Ball on Criticisms of Family Structure Theorists

A

Argues BAME fail as parents less aware of to manipulate system, so it’s rather due to cultural exclusions.

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17
Q

How does Lawerence criticise Pryce’s view on why Blacks underachieve?

A

Blacks fail due to racism, rather than low-self esteem.

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18
Q

How does Gilbourn criticise Sewell view on why Blacks underachieve?

A

Not peer pressure, but Institutional Racism in education producing failure of large number of Black Boys.

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19
Q

Family Structure/Support impact on Asian Pupils Sociologists

A

> Sewell (Asian Work Ethic)
Lupton (Adult Authority)
Driver & Ballard (Asian Family Pro-School Attitudes)

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20
Q

Explain Sewell’s view in relation to why Asian Pupils have higher achievement?

A

Indian and Chinese pupils benefit from supportive families who have an ‘Asian work ethic’ placing high value on education.

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21
Q

Explain Lupton’s view in relation to why Asian Pupils have higher achievement?

A
  • Adult authority in Asian families simillar to that in schools.
  • So parents more likely to support school behaviour policies.
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22
Q

Explain Driver and Ballard’s view in relation to why Asian Pupils have higher achievement?

A
  • Asian families have more ‘Pro-School’ attitude than blacks.
  • Asian families rarely lone parents so offer bigger support network for children.
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23
Q

Why are Cultural Deprivation Theorists against Compensatory Education?

A

Driver (1977) CD ignores the positive effects ethnicity
Lawrence (1982) Black pupils underachieve because of racism.
Keddie- EM’s not culturally deprived but culturally different

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24
Q

Family Structure/Support impact on White Pupils Sociologists

A

Evans: working class street culture can be brutal, as a result of this power games which are played on the street are replicated in school,

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25
Q

Lupton’s findings on the Behaviour of BAME compared to White

A
  • Studied 4 working Schools, with different ethnic compositions.
  • Teacher reported worse behaviour in White working class schools.
  • Seen as result of lower levels of parental and support and negative attitudes towards education.
  • BAME more likely to see education as way up in society.
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26
Q

Material Deprivation

A

> Palmer:
Almost half of Bangladeshi and Pakistani workers earn under £7
EM’s more likely to be homeless
Almost half ethnic minority children live in low income households

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27
Q

What were Bangla and Paki women most likely to be according to Palmer?

A

low paid homeworkers

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28
Q

3 Reasons why BAME are at greater risk of material deprivation?

A

> Live in areas with high unemployment rate and low wage rates.

> Lack of language skills & foreign unrecognised qualifications.

> Racial discrimination in the labour market and housing market.

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29
Q

What are the trends for Indian Pupils whose achievements are above average?

A
  • Likely to be from better-off backgrounds

- e.g group most likely to attend private schools

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30
Q

What are the trends for Indian and Chinese Pupils who’re materially deprived?

A

Indian and Chinese pupils who’re materially deprived still do well

  • e.g. Chinese girls who are on FSM achieved more 5+ GCSEs compared to white girls not on FSM.
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31
Q

Does Class override Ethnicity Sociologists?

A

> Modood (Effects of Low Income)

32
Q

Racism in society- who discussed job applications

A

Wood et al- Wood et al found only 1 in 16 ethnic minority applications received an interview, compared to 1 in 9 “white” applications.

33
Q

What were Modood’s findings on the effects of Low Income in relation to Ethinicty?

A

Low income more impact on white than others

34
Q

What were Gilbourn and Mirza’s findings on Black Kids achievement on entry to Primary School compared to at GCSE?

A
  • Found in 1 area black children were the highest achievers on entry to primary school but at GCSE, they had lowest results
  • Fact - group can begin school as top achievers and finish lowest shows internal factors are to blame.
35
Q

Teachers view on Black and Asian students in relation to the ideal pupil?

A
  • Teachers see Black and Asian pupils far from ‘ideal pupil’
  • Black seen as aggressive, and Asian seen as passive.
  • Leads teachers to treat BAME differently, disadvantaging them.
36
Q

Explain Gilbourn and Youdell’s idea of Racialised Expectations?

A

> Teachers quicker to discipline blacks than others for similar behaviour.

> Teachers misinterpret their behaviour as threatening and anticipating more discipline problems

> Blacks felt teachers underestimated their ability and picked on them

> Leads to Higher number of exclusions and them being put in lower sets, leading to underachievement.

37
Q

Explain Wright’s Study of Asian Pupils in Multi-Ethnic Primary Schools

A

> Asians were stereotyped by teachers and treated differently

> They assumed they had poor grasp of English, using childish language when speaking to them, leaving them out of discussions

> Mispronounced their names, seeing them as problem they could ignore.

> So Asians, especially girls, were marginalised affecting their self esteem.

38
Q

What were the 3 identities outlined by Archer?

A
  • Ideal Pupil Identity
  • Pathologised Pupil Identities
  • Demonised Pupil Identities
39
Q

Define Ideal Pupil Identity

A

> White middle class masculine identity
Normal sexuality
Achieving in the ‘right’ way, through natural ability.

40
Q

Define Pathologised Pupil Identity

A 
>  Asian 
> 'Deserving poor'
> Feminine identity
> Either asexual/oppressed sexuality
> Conformist
> Over achiever, succeeds through hard work more than natural ability.
41
Q

Define Demonised Pupil Identity

A 
> Black/White working class student
> Hyper-sexualised identity
> Unintelligent
> Peer-led
> Culturally deprived and underachieving.
42
Q

What did Archer gather from Interviews with Teachers and Students about Black Students?

A
  • Interviews found blacks are demonised as loud, excessively sexual, and unaspirational home cultures.
43
Q

What did Archer find on how Teachers saw Asian Girls?

A

Found teachers stereotyped Asian girls as quiet, passive or docile.

44
Q

What did Archer find on how Teachers treated and viewed Chinese Pupils?

A

> Were given ‘’negative-positive stereotype’’ could never be viewed as ideal pupil, were wrongly seen as MC.

> As they achieved from hard work, passive conformism not natural ability

> Natural achievement only seen available to White middle class.

> Teachers saw their families as ‘tight’ ‘using this to explain girls’ passivity

45
Q

Briefly outline Sewell Black Boys 4 Responses to Schools Racist Stereotypes

A

> Rebels
Conformists
Retreatists
Innovators

46
Q

Define Rebels

A
  • Most influential group but a minority.
  • Rejected values of school, conforming to stereotype of black macho lad.
  • Despised white boys and conformists, aimed to achieve status of streethood.
47
Q

Define Conformists

A

Largest group, accepted values of school & eager to succeed.

48
Q

Define Retreatists

A

Isolated individuals, disconnected with peer group subcultures & school, keeping a low profile.

49
Q

Define Innovators

A
  • Were pro-education but anti-school.

- Distanced themselves from ‘Conformists’ to keep credibility with ‘Rebels’ whilst valuing education success.

50
Q

2 Criticisms of Sewell Study

A

> Doesn’t tell us why boys chose different responses.

> Despite this teachers saw them all the same and Sewell still feels external factors are more important.

51
Q

What are 2 Studies illustrating Labelling Theory is too deterministic?

A

> Fuller
Mac an Ghaill

52
Q

Explain Fuller Study of Black Girls showing Labelling Theory is too deterministic?

A
  • High achieving black girls, rejecting teachers labels.
  • Determined to do well, but only conformed as far as completing school work.
  • Not seeking teachers approval and maintaining friendships with girls in lower streams.
53
Q

Explain Mac and Ghail’s study showing Labelling Theory is too deterministic?

A
  • Black and Asians at 6th Form didn’t accept negative labels.
  • Some girls thought the all girls school they went before, gave them greater academic commitment.
54
Q

3 Criticisms of Labelling on Ethnicity

A

> Assumes racist stereotypes are product of a teachers view, not way education system operates.

> Deterministic e.g. Fuller.

> Mirza shows although kids try to avoid teacher racism, this can limit their opportunities

55
Q

Institutional Racism and Marketisation Theorists

A

> Troyna and Williams (Types of Racism)

> Critical Race Theory

> Gilbourn (Locked In Inequality)

> Roithmayr (Locked in Inequality)

> Gilbourn (Marketisation and Segregation)

> Commission for Racial Equality (Marketisation & Segregation)

> Moore and Davenport (Marketisation and Segregation)

> Gilbourn and Youdell (Impact of Educational Triage on Black)

> Connolly (Black vs Asian Boys)

56
Q

What are the 2 types of Racism outlined by Troyna and Williams?

A
  • Individual Racism: Result from prejudice views of individual teachers and others.
  • Institutional Racism: Discrimination built into way institutions school and college operate.
57
Q

Define Critical Race Theory

A
  • See racism as deep-rooted ingrained feature of society.
58
Q

Gilbourn view on how Institutional Racism Locked in Inequality

A

Racism so ingrained in education it’s inevitable

59
Q

Gilbourn on Marketisation and Segregation

A

Marketisation allows more secret selection to happen, so can lead to segregation.

60
Q

Commission for Racial Equality findings on Marketisation and Segregation

A

Secret selection procedures mean EM more likely to be in unpopular schools.

61
Q

Moore and Davenport on how Selection Procedures lead to Ethnic Segregation

A

EM fail to get into good secondaries because of discrimination.

> Child’s primary reports used to screen pupils w/ language difficulties application process was hard for EM to understand.

62
Q

According to Gilbourn and Youdell how does the concept of Educational Triage negatively affect black pupils?

A

Negative stereotypes on blacks ability, mean they’re more likely to be put in low streams.

63
Q

What did Connolly find in relation to how Teachers treated Black vs Asian kids?

A

> Black Boys seen as disruptive under-achievers, controlled through punishing.

  • Channelling energy into sports, responded by getting status through games e.g. kiss-chase & football.

> Asian boys seen as passive conformist, ‘feminine’ vulnerable and need protection from bullying.

64
Q

Institutional Racism and Ethnocentric Curriculum Theorists

A

> Troyna (Language - Ethnocentric)

> Ball (History - Ethnocentric)

65
Q

What are examples of how UK curriculum is Ethnocentric?

A

> Language: Troyna

> History: Ball

> Literature: Don’t include non-british writers

> School Holidays: Holidays fall in line with Christian Traditions

> Uniform: Might conflict with people’s cultural dress, Girls permitted to wear skirts, may not be appropriate in some cultures.

66
Q

What was Troyna’s study relating to the Ethnocentric Curriculum?

A

Curriculum is British, focusing on white culture, ignoring non-European language, literature and music, lack of teaching of Asian Languages.

67
Q

Criticisms of Troyna

A

Courses such as GCSE and A Level Urdu and Panjabi are available.

68
Q

What was Ball’s study relating to the Ethnocentric Curriculum?

A

Ignores diversity ‘little Englandism’ e.g. ignores history of Black and Asian People.

69
Q

Criticism of Ethnocentric Curriculum

A

Doesn’t explain how Indian and Chinese achievement is above national average.

70
Q

What was Gilbourn’s view on Assessment?

A

> Systems rigged to validate dominant culture superiority

> Baseline assessments showing EM were ahead of white was replaced in 2003, with FSP (Foundation Stage Profile), based on teacher judgements, given wide scope for stereotyping.

> So blacks appeared to be doing worst than whites.

71
Q

Explain Gilbourn’s findings on how their inequalities to Access to Opportunities in relation to G&T?

A
  • In Gifted and Talented programs Whites are twice as likely to be identified as G&T over BAME.
72
Q

Explain Tikly et al’s findings on how their inequalities to Access to Opportunities in relation to Exam Tiers?

A
  • Blacks more likely to be entered for lower tier exams, as they’d placed in lower sets, due to teachers expectations.
73
Q

Explain Gilbourn’s study on New IQism

A
  • Teachers & Policymakers make false assumptions about students’ ability or potential.
  • Potentials seen as fixed and can be measured through old-style IQ tests
  • But tests are based on what’s been learnt, not what could be.
  • Tests are rigged to dominant culture, so BAME more likely to be put in lower streams.
74
Q

A03 Criticisms of Institutional Racism and Assessment Theorists

A

> Sewell (Gilbourn)

75
Q

How does Sewell criticise Gilbourn’s view?

A

> Sewell: Not cause of internal factors, but e.g Anti-School Subcultures, peer groups and nurturing role of father.

> If there’s institutional racism, how comes Indian and Chinese students still perform well.

76
Q

Gilbourn 3 responses to ‘’if there is still Institutional Racism how do Indian and Chinese Students still perform well’’

A

> Works as an ideological function concealing education is racist making system seem meritocratic, and they succeed through effort and take chances given to them.

> Justifies failure of other ethnic minorities e.g. blacks unwilling to make effort due to their un-aspirational home culture.

> Racism still occurs e.g Chinese students faced similar levels of harassment to black.

77
Q

Evans on Street Culture in White WC areas?

A

Argues street culture in white WC areas is brutal and brought into school, thus there’s strong pressure to reject education.

AQA A-Level Sociology Burnley College (36 decks)

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