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Sociology Names > Ethnicty Ed > Flashcards

Ethnicty Ed Flashcards

(56 cards)

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1
Q

External Factors

A

Cultural Deprivation, Material Deprivation, and Racism in Wider Society

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2
Q

Cultural Deprivation

A

Language and Speech Codes, Attitudes and Values, and Family Structure

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3
Q

Language and Speech Codes

A

Bereteit and Engelmann and Mirza

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4
Q

Bereteit and Engelmann

A

language spoken is ungrammatical and disjointed
AO3: black girls do well at school

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5
Q

Mirza

A

indian students do well at school even if English isn’t their first language
AO3: students that don’t speak English are held back

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6
Q

Attitudes and Values

A

Cultural Deprivation Theorists

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7
Q

Cultural Deprivation Theorists

A

socialized into fatalism, and no values for schools
AO3: success isn’t always needed

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8
Q

Family Structures

A

Moynihan, Sewell, Pryce, and Lupton

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9
Q

Moynihan

A

lone mother so have inadequate socialization so fail at school
AO3: Driver = can be inspirational/role model for black girls

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10
Q

Sewell

A

lack of a father love means find it hard to cope with emotions so go to gangs
AO3: not peer pressure but institutional racism

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11
Q

Pryce

A

asian culture is more resistant to racism so they do better
AO3: Lawrence = racism causes low self-esteem

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12
Q

Lupton

A

adult authority is similar to that of schools
AO3: may resent that authority so use school as a scapegoat

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13
Q

Lupton

A

w/c parents have a negative attitude towards education
AO3: Keddie = cultural deprivation is victim blaming

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14
Q

Material Deprivation

A

Palmer

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15
Q

Palmer

A

two times more likely to be unemployed
AO3: material deprivation is a result of racism

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16
Q

Racism in Wider Society

A

Rex and Wood

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17
Q

Rex

A

more likely to be forced into bad housing than those of same class
AO3: fewer white people in poverty

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18
Q

Wood

A

out of 1,000 applicants 1 in 16 for ethnic minorities are called for interview whereas 1 in 9
AO3: might not be racism but that white people are more suited

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19
Q

Internal Factors

A

Labelling, Pupil Identities, Pupil Response and Subculture, and Institutional Racism

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20
Q

Labelling

A

Gillborn and Mirza, Gillborn and Youdell, Bourne, Foster, and Wright

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21
Q

Gillborn and Mirza

A

black were highest achievers on entry to primary school but lowest at GCSE
AO3: could be due to situations in the family

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22
Q

Gillborn and Youdell

A

teachers quick to discipline black students due to racial stereotypes
AO3: not all teachers

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23
Q

Bourne

Study These Flashcards
A

schools see black boys as a threat
AO3: more rebellious behaviour due to society

24
Q

Foster

Study These Flashcards
A

teachers stereotypes around black pupils places them in lower sets
AO3: movements towards equality

25
Wright
teachers assume asians have a poorer grasp on English so use simpler language AO3: some do have poor English so may help
26
Wright
asians feel marginalized when teachers mispronounce their names AO3: mispronounce all names
27
Pupil Identities
Archer
28
Archer
dominant discourse of teachers creates three pupil identities; ideal, pathologized, and demonized pupil AO3: ideal pupil changes
29
Archer
girls are passive, quiet, and docile but when challenge this they are punished AO3: not all girls
30
Archer
chinese are seen as achieving in wrong ways AO3: some see them as naturally smart
31
Archer
teachers assume families are tight, closed, and m/c so not ideal pupil AO3: being a part of m/c is a category for ideal pupil
32
Pupil Responses and Subcultures
Fuller, Mac and Ghail, Mirza, and Sewell
33
Fuller
black girls respond to being placed in lower sets with a pro education anti schools subculture AO3: some may have pro school attitude due to corrupt system
34
Mac and Ghail
ability to overcome depends on ethnicity, gender, and nature of school AO3: some are unable to educate
35
Mac and Ghail
asian girls don't accept labels and try to overcome them AO3: unsuccessful at it
36
Mirza
racist teachers discourage them through career advice AO3: movements to more equal so won't be overlooked and changed
37
Mirza
girls trying to avoid negative by choosing who to ask for help and not take part in AO3: some black girls have confidence
38
Sewell
black boys respond to negative labels in four ways; rebel, conformist, retreatist, and innovator AO3: more realistic view as most people see all black boys as rebels
39
Institutional Racism
Critical Race Theory, Marketisation and Segregation, Ethnocentric Curriculum, Assessment, Access to Opportunities, and New IQism
40
Critical Race Theory
Roithmayr and Gillborn
41
Roithmayr
locked in inequality AO3: there are changes overcoming it
42
Gillborn
ethnic inequality is so deep rooted it is an inevitable feature of education AO3: need to still fight it
43
Marketisation and Segregation
Gillborn and Moore and Davenport
44
Gillborn
marketisation gives more scope to select pupils, so negative stereotypes impact AO3: mainly towards black pupils as seen as a threat
45
Moore and Davenport
selection procedures lead to ethnic segregation AO3: asians perform better than white majority
46
Ethnocentric Curriculum
Troyna and Williams and Ball
47
Troyna and Williams
only learn european languages AO3: encouraged to take them but not forced
48
Ball
don't cover black or asian history AO3: Stone = black student don't suffer from low self esteem
49
Assessment
Gillborn
50
Gillborn
the 'assessment game' is rigged so dominant culture wins AO3: how do we even test?
51
Access to Opportunities
Gillborn and Tikly
52
Gillborn
white are two times more likely to be identified as gifted than black so entered into 'Gift and Talent' AO3: more black pupils being recognised
53
Tikly
black children are more likely to be placed in lower tier exams AO3: education system racist due to wider society
54
New IQism
Gillborn
55
Gillborn
teachers place black pupils in lower sets due to disciplinary problems AO3: specific teachers means it is hard to influence
56
Gillborn
being placed in sets based on tests does not measure potential AO3: these sets change as students do

Sociology Names (4 decks)

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