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Sociology AQA A-Level > EDUCATION TOPIC THREE (paper 1) > Flashcards

EDUCATION TOPIC THREE (paper 1) Flashcards

Ethnic Differences in Achievement

1
Q

EXTERNAL FACTORS: ethnic differences in achievement.

A
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2
Q

Cultural Deprivation

A
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3
Q

What are 3 Explanations of Cultural Deprivation?

A

Language
Attitudes & Values
Family structure & Parental support

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4
Q

What does Engelmann believe about language for a reason for underachievement?

A

Engelmann
Language spoke by Low income Black Families is inadequate for educational success
Its ungrammatical and disjointed

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5
Q

Why is Engelmann claim rejected?

A

Baker Bell
Engelmann’s claim is an example of ‘anti-Black linguistic racism’ as it labels Black speech codes as inferior and White speech as superior
‘White mainstream English’ dominates education system
‘linguistic violence’

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6
Q

What is misunderstood about language?

A

Children who do not speak English at home may be held back educationally
Official stats shows on average childrens who’s first language which isn’t English perform slightly better

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7
Q

What do CD see as a cause of underachievement?

A

lack of aspiration

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8
Q

What do CD argue about underachievement, attitudes?

A

minority ethnic groups are socialised into a fatalistic attitude that doesn’t value education and leaves them unsuccessful

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9
Q

How did Parsons Criticised CD?

A

Parsons:
Among 7-14 year olds minority ethnic children had higher career aspiration then their white counter parts, were more like to aspire for higher-paid jobs

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10
Q

What do CD argue about underachievement, family structure?

A

inadequate socialisation is from dysfunctional family structure

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11
Q

What does Moynihan argue about black families?

A

Moynihan:
Black families headed by lone mother are deprived from adequate care because she has to struggle financially as their is absence of a male breadwinner
Fathers absence also means there is no role model of male achievement for boys
Cycle where inadequately socialised children from unstable families fail at school.

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12
Q

How does Driver criticise Moynihan?

A

Driver:
Ignores positive effects
Provides girls with positive role model of strong independent women that’s why black girls tend to be more successful in education than black boys

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13
Q

What does Sewell say about fathers, gangs and culture?

A

Sewell:
Not absence of father its the lack of of fatherly nurturing or ‘tough love’

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14
Q

What is tough love?

A

Firm, fair, respectful & non abusive discipline

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15
Q

What is the alternative Black boys go to?

A

Street gangs of other fatherless Black boys offering boys ‘love and loyalty’

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16
Q

What does the media cause for Black Boys?

A

Role model of anti-school Black masculinity
Arnot:
‘Ultra-tough ghetto superstar, image reinforced by rap lyrics & MTV Videos’

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17
Q

What did Black boys say their barrier was?

A

Greater barrier to success was pressure from other boys.
Speaking in standard English and doing well in school was viewed with suspicion and seen as selling out to the whit establishment

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18
Q

What is Sewells claim of Black vs Asian?

A

Black students do worse than asian counter parts
‘whilst one was being educated by MTV the other was clocking up educational hours’

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19
Q

What does Sewell conclude?

A

Black children need to have greater expectations placed on them to raise aspirations.

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20
Q

What are criticisms of Sewell?

A

Gillborn:
Sewell downplaying impact of racism
not peer pressure or absent fathers but institutional racism in the education system.

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21
Q

Why are Asian families doing better?

A

Sewell:
Supportive families that have an ‘Asian work ethic’
Lupton:
Adult authority is similar to at school
Respectful behaviour towards adults expected
had a knock on effect in school
Parents are supportive of school behaviour policies

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22
Q

Why do White WC families underachieve?

A

McCulloch:
Survey 16,000
found minority ethnic groups are more likely to aspire to go to uni than White pupil

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23
Q

Why my White WC students have low aspirations?
Lupton
Evans

A

Lupton:
Lack of parental support
4 WC Schools
2 white 1 asian 1 ethnically mixed
Teachers reported poorer levels of behaviour from White working class
Teachers blamed on levels of parental support and negative attitude that White working class parents have on education
Ethnic parents see education as a way up in society
Evans:
Street culture in white WC areas is brutal
Youth learn how to withstand intimidation & how to intimidate others

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24
Q

What are criticism of CD theory?

A

Victim blaming: Keddie
minority ethnic groups are culturally different not deprived
School is ethnocentric, favour white culture
Labelling:
teachers racist stereotypes and low expectations
resulting in SFP
Critical race theorist:
education system is intuitionally racist, built int the way schools operate

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25
Q

Material Deprivation

A
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26
Q

What does Palmer say about MD?

A

Almost halfChildren from minority ethnic backgrounds live in LIC households against a 1/4 white.
Minority ethnic groups twice as likely to be unemployed as white people
Minority ethnic households 3x to be homeless

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27
Q

Why may minority ethnic groups be risk of MD?

A

Living in economically depressed areas where there are high unemployment and low wage rates.
Tradition may prevent women from working outside the home.
Lack of language skill and qualifications that isn’t recognised by Uk employers.
Asylum seekers can’t work
Racial discrimination in the labour market

28
Q

Racism in wider society
Pg 41

A
29
Q

INTERNAL FACTORS: LABELLING, IDENTITIES & RESPONSES

A
30
Q

Labelling & Teacher Racism

A
31
Q

What is Gillbourn and Yodells study of teachers on Black pupils?

A

Found teachers where quicker to discipline black students compared to others on the same behaviours
Result of teachers racialised expectations
Teachers expected black pupils to present more threatening
When teaches acted on this pupils result neagtively

32
Q

What is Gillbourn and Yodells study of Black Pupils on teachers?

A

Black pupils felt teachers underestimated their ability and picked on them

33
Q

What did Gillbourn and yodell conclude?

A

Conflict between white teachers and black students come from racial stereotypes rather than behaviour

34
Q

How does this explain Black exclusions?

A

Bourne:
Schools see black kids as a threat and label them negatively leading to eventual exclusions, effecting achievement
1/5 have 5 GCSES

35
Q

How do Black pupils get streamed?

A

Negative stereotypes about black pupils ability means theyre like to be put into lower sets.
Foster:
Teachers stereotypes of black students being poorly behaving result them into being put into lower sets with pupils of similar ability
This results in SFP

36
Q

How are Asian pupils victim of teacher labelling?

A

Teachers assumed they would have poor grasp on English & left them out of class discussion
Used simplistic language
Asians felt isolated when teachers disapproved their customs or mispronounced names
Teaches didn’t see them as a threat

37
Q

Pupil identities

A
38
Q

What are Archers 3 pupil identities?

A

Ideal pupil
Pathologised pupil
Demonised pupil

39
Q

What is the ideal pupil?

A

White middle classed masculinised identity
Achieving through natural ability and initiative

40
Q

What is the Pathologised pupil?

A

Asian, feminised, oppressed sexuality
Plodding conformist and culture bout over achiever
Hard work over natural ability

41
Q

What is the demonised pupil?

A

White or Black hyper sexualised identity
unintelligent, peer led, culturally deprived under achiever

42
Q

How are asians pupil identities effected?

A

Archer
Asian girls are quiet & passive
Shain
When Asian girls act up they are dealt with more severely

43
Q

Pupils responses & Subcultures

A
44
Q

What is Fullers study on rejecting negative labels?

A

Fuller:
Group of Black girls in yr 11 in a comprehensive secondary
They were high achievers
The girls didn’t accept negative label
Channelled anger into education success
Didn’t seek approval from teachers
didn’t limit friends, friends with other black girls from lower stream
Worked conscientiously but it looked like they didnt
Had positive attitude to academic success but didn’t seek approval from teachers but own efforts

45
Q

What points does Fullers study highlight?

A

Pupils succeed even when they refuse to conform.
Negative labels doesn’t always lead to failure

46
Q

What are Mirzas 3 types of teacher racism?

A

Colour blind: Teachers who believe all pupils are equal, allow racism to go unchallenged
Liberal Chauvinists: believe black pupils are CD and have low expectations
Overt racists: Believe black pupils are inferior and discriminate

47
Q

What are the 4 responses to schooling?
Sewell

A

The rebels
The conformists
The retreatists
The innovators

48
Q

What are the Rebels?

A

visible and influential group
Black pupils
rejected goals & rules
conforming to stereotypes

49
Q

What are conformists?

A

Boys keen to succeed
accepted schools goals
friends from different ethnic groups
not part of a subculture
avoid stereotypes by teachers or peers

50
Q

What are retreatist?

A

small minority of isolated individuals disconnected from school and Black subcultures despised by rebel

51
Q

What are innovators?

A

second largest group
pro education but anti schools
valued success but didn’t seek approval of teacher
conformed only for school work

52
Q

What’s Mirza’s study on failed strategies for avoiding racism?

A

Studied ambitious Black girls who faced teacher racism.

53
Q

What did Mirza find about teacher racism?

A

Teachers discouraged Black pupils from being ambitious through advice given to them
Restricted their opportunities
Teachers discouraged professional careers

54
Q

INTERNAL FACTORS: Institutional racism

A
55
Q

Critical Raced theory

A
56
Q

What is Critical race theory?

A

sees racism as an ingrained feature of society

57
Q

What is Locked-in inequality?

A

Roithmayr:
The scale of discrimination is large there no longer need to be any conscious intent to discriminate
Equality feeds on itself

58
Q

How does Gillbourn apply Locked-in inequality to education?

A

Sees ethnic inequality as ‘so deep rooted and large that it is inevitable feature of the education system

59
Q

How does Marketisation influence institutional racism?

A

Gillborn:
Marketisation gives schools more freedom to select pupils.
Allows negative stereotypes to influence decisions.

60
Q

What is Moore & Davenport’s American research?

A

Show how selection procedures leads to ethnic segregation with minority pupils fail to get into better secondary schools.
Favoured white pupils
Selection leads to an ethnically stratified education system.

61
Q

What did the commission for Racial Equality identify?

A

School admissions procedures means children from minority ethnic backgrounds and more like to end up in unpopular schools

62
Q

What does the Racial inequality report identify?

A

Reports from primary schools that stereotype minority pupils.
Racist bias in interviews for school places
Lack of info and application forms in minority languages
Minority parents unaware on how the waiting list system works and importance

63
Q

What is the ethnocentric curriculum?

A

Curriculum that focuses on the dominant culture
Prime example of institutional racism’s it builds racial bias

64
Q

What are examples of the ethnocentric curriculum?

A

Languages, literature and music:
shakespeare
History:
Ball
ignores ethnic diversity and promotes ‘little Englandsim’

65
Q

How does the ethnocentric curriculum create underachievement?

A

The image of Black people being inferior undermines Black childrens self-esteem which leads to their failure

66
Q

How does Assessment validate culture dominant culture superiority?

A

pg46

67
Q

Access to opportunites
New IQism
Cricisms of Gillborn
black boys underachievement
Model minorities
Ethnicity, class and gender

A

pg 47-48

Sociology AQA A-Level (5 decks)

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