External factors- ethnic differences in achievement Flashcards
(20 cards)
P1: What is the main argument about material deprivation and economic disadvantage?
Some sociologists argue that ethnic differences in achievement are caused by material deprivation, rather than in-school discrimination.
How does *** explain the impact of material deprivation?
Palmer found that ethnic minorities are more likely to live in poverty, have lower-paid jobs, and experience poor housing conditions, which negatively impact their ability to succeed in school.
How does material deprivation contribute to ethnic achievement gaps?
Ethnic achievement gaps are linked to economic inequalities, rather than solely in-school factors.
What is a criticism of the focus on material deprivation?
Indian and Chinese students often experience material deprivation but still perform highly, suggesting that cultural values and external factors beyond economic status also play a key role in overcoming financial barriers.
What evidence supports the claim that material deprivation affects ethnic minority students?
Pakistani and Bangladeshi pupils are more likely to be from low-income households, limiting their access to educational resources such as private tutors, technology, and quiet study spaces.
P2: What is the main argument about cultural deprivation and parental attitudes?
Some sociologists argue that cultural differences in attitudes towards education shape ethnic achievement more than school-based factors.
How does *** explain the impact of cultural attitudes?
Archer & Francis found that Chinese families place a strong emphasis on educational success, leading to high academic performance despite economic disadvantage.
What evidence supports the claim that cultural deprivation affects ethnic achievement?
Some Black Caribbean communities experience greater single-parent households, which some sociologists argue can reduce parental monitoring of school progress, leading to lower achievement.
How do cultural factors contribute to ethnic achievement gaps?
External cultural factors shape motivation and engagement with school, affecting achievement more than teacher labelling alone.
P3: What is the main argument about racism and discrimination in wider society?
Racism and discrimination in wider society negatively impact ethnic minorities’ life chances, leading to lower academic achievement.
What is a criticism of the cultural deprivation argument?
This argument risks cultural determinism—many single-parent families still value education, and teacher biases within schools may reinforce negative stereotypes about ethnic minority pupils, influencing their self-perception.
How does *** explain the impact of racism in wider society?
Rex argues that racial discrimination in housing and employment leads to social exclusion, making ethnic minority families more likely to experience poverty and poor living conditions.
What evidence supports the claim that racism affects ethnic minorities’ life chances?
Wood et al. (2010) sent out job applications with identical CVs but different ethnic-sounding names and found that ethnic minority candidates were significantly less likely to receive a job interview than White applicants.
How does racism in wider society contribute to ethnic achievement gaps?
Ethnic minorities face structural barriers in employment, limiting their ability to secure stable incomes, which in turn affects their children’s access to educational resources.
P4: What is the main argument about teacher labelling and ethnic stereotypes?
Some sociologists argue that in-school factors, such as teacher labelling, have a greater impact than external factors.
What is a criticism of the focus on racism in wider society?
Government policies such as the Race Relations Act (1976) and Equalities Act (2010) have improved opportunities for ethnic minorities, meaning that discrimination is less of a barrier than before.
How does ***explain the impact of teacher labelling?
Gillborn & Youdell found that teachers were quicker to discipline Black students than White students for similar behaviour, labelling them as ‘disruptive’ or ‘troublemakers’. This leads to a self-fulfilling prophecy, where students internalise labels and disengage from learning.
What evidence supports the claim that teacher labelling affects ethnic minority students?
Wright (1992) found that teachers assumed Asian pupils had poor English skills, leading to less teacher interaction, which made them feel excluded from classroom discussions.
How does teacher labelling contribute to ethnic achievement gaps?
Negative teacher expectations reinforce ethnic achievement gaps, particularly for Black Caribbean and Pakistani students, by creating hostile learning environments.
What is a criticism of the focus on teacher labelling?
Fuller (1984) found that some Black girls rejected negative labels and worked harder to prove teachers wrong, showing that labelling does not always lead to failure.
