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Y1 A Level Sociology > 1.3 Education - Ethnic Differences In Achievement > Flashcards

1.3 Education - Ethnic Differences In Achievement Flashcards

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Sociology 101 flashcards
1
Q

What do CD theorists see as a major cause of underachievement for certain ethnic groups?

A

Lack of skills

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2
Q

What do many low income black families lack?

A

Intellectual stimulation

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3
Q

What do CD theorists blame for the failure of many black children?

A

Lack of motivation

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4
Q

What cultural socialization equips pupils for educational success?

A

Mainstream culture

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5
Q

What do CD theorists claim about black children’s socialization?

A

Subculture values living for today

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6
Q

What does SUGARMAN’S theory address?

A

Present time orientation

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7
Q

Who believes the language of low-income black families is inadequate?

A

Bereiter and Englemann

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8
Q

What concern is raised about children who don’t speak English at home?

A

May be held back

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9
Q

What did Gillborn and Mirza find regarding Indian pupils?

A

Do very well despite language

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10
Q

What are the main external factors causing ethnic differences in educational achievement?

A

Cultural Deprivation, Material Deprivation, Racism

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11
Q

What does cultural deprivation theory focus on?

A

Inadequate socialisation

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12
Q

What are the aspects of cultural deprivation?

A

Skills, Values, Structure

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13
Q

What does Gillborn (2008) believe is the main reason for the failure of black boys?

A

Institutional racism within the system

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14
Q

What is the main argument of CD theorists regarding the failure of black boys?

A

Dysfunctional family structures

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15
Q

What did Moynihan (1965) claim about the structure of many black families?

A

Headed by a lone mother, struggling financially

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16
Q

Why do some argue black boys lack role models?

A

No male breadwinner in the home

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17
Q

What does Pryce (1979) say about Black Caribbean culture?

A

Less cohesive, low self-esteem

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18
Q

What did slavery do to Black culture according to Pryce?

A

Culturally devastating

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19
Q

How do Asian pupils perform compared to Black Caribbean pupils?

A

Do better

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20
Q

What does Sewell identify as lacking for Black Caribbean boys?

A

Fatherly nurturing

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21
Q

What type of discipline does Sewell refer to as important?

A

Tough love

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22
Q

Why do black pupils do worse than Asian pupils in school?

A

Cultural differences in socialisation and attitudes to education

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23
Q

What does Sewell believe black children need?

A

Greater expectations

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24
Q

Why are black, fatherless boys influenced by media-inspired role models?

A

Anti-school black masculinity

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25
Q

How do Asian families impact student performance?

A

Supportive families and high education emphasis

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26
Q

What did Lupton (2004) find about adult authority in Asian families?

A

Similar to school models

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27
Q

What is a characteristic of White working class families?

A

Underachieve and low aspirations

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28
Q

What did McCulloch (2014) find regarding ethnic minority pupils’ aspirations?

A

More likely to aspire to university

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29
Q

What can low aspirations stem from?

A

Parental attitudes

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30
Q

Who argues white working class street culture is brutal?

A

Evans (2006)

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31
Q

How do power games in street culture affect schools?

A

Bring disruption

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32
Q

What do ethnic minorities see education as?

A

A way up

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33
Q

What is a suggested solution for low levels of aspiration?

A

Compensatory Education

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34
Q

What is compensatory education?

A

Helps overcome cultural deficits

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35
Q

What was Operation Head Start?

A

Compensatory program in US

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36
Q

What does CD ignore according to Driver (1977)?

A

Positive effects of ethnicity

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37
Q

What role models do black Caribbean girls have?

A

Strong independent women

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38
Q

Why do Black pupils underachieve according to Lawrence (1982)?

A

Racism

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39
Q

According to Keddie, why are ethnic minorities not underachieving?

A

Culturally different

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40
Q

What type of education recognizes and values minority cultures?

A

Multicultural Education

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41
Q

What is Anti-Racist Education designed to do?

A

Challenge prejudice

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42
Q

What do some theorists reject in education?

A

Compensatory education

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43
Q

How much more likely are ethnic minorities to be unemployed compared to whites?

A

x2

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44
Q

What does material deprivation refer to?

A

Lack of physical necessities

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45
Q

What can result from material deprivation?

A

Inadequate housing and low income

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46
Q

What risk factors contribute to material deprivation among ethnic minorities?

A

Unemployment, low pay, overcrowding

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47
Q

Why might cultural factors affect employment among ethnic minority women?

A

Tradition of Niqab

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48
Q

What might happen if social class isn’t considered in ethnic differences?

A

Over-estimate CD, under-estimate poverty and MD

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49
Q

What may prevent asylum seekers from working?

A

Not allowed to work

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50
Q

What is a barrier to employment for individuals with foreign qualifications in the UK?

A

Unrecognised qualifications

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51
Q

What percentage of ethnic minority children live in low income households?

A

Almost half

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52
Q

What percentage of white children live in low income households?

A

A quarter

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53
Q

Name two types of discrimination faced by ethnic minorities in the UK.

A

Labour and housing market

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54
Q

What percentage of Bangladeshi and Pakistani workers earn under £7 an hour?

A

Almost half

55
Q

How much more likely are ethnic minorities to be homeless?

A

x3

56
Q

Do Chinese and Indian students who are MD do better than most?

A

Yes

57
Q

What did Madood (2004) find about low income affects on ethnic groups?

A

Less for other groups

58
Q

What impacts a child’s education for ethnic minorities?

A

Unemployment or low pay

59
Q

What are the three key concepts discussed?

A

Material deprivation, racism, unemployment

60
Q

What does racial discrimination lead to?

A

Social exclusion and poverty

61
Q

What did Wood et al (2010) study?

A

Job applications and vacancies

62
Q

Number of ethnic minority applications that received an interview?

A

1 in 16

63
Q

Number of ‘white’ applications that received an interview?

A

1 in 9

64
Q

What do Gillborn and Mirza (2000) find about black children in education?

A

Highest achievers in primary, worst GCSE results

65
Q

What factor disputes CD theories regarding black children’s education?

A

Internal school factors

66
Q

Who found that teachers discipline black pupils more quickly?

A

Gillborn and Youdell (2000)

67
Q

What are ‘racialized expectations’ in education?

A

Expectations of behavior based on race

68
Q

What was the result of teachers’ racialized expectations?

A

Teacher-pupil conflict

69
Q

Who concluded the conflict was due to racial stereotypes?

A

Gillborn and Youdell

70
Q

Link between exclusions and race?

A

Black boys seen as threat

71
Q

What contributes to streaming of black pupils?

A

A-C Economy, educational triage

72
Q

Effect of negative stereotypes on black pupils?

A

Placed in lower sets

73
Q

Outcome of streaming and labels?

A

Self-fulfilling prophecy

74
Q

Focus of interactionists in education?

A

Labels based on ethnicity

75
Q

How are black and Asian students perceived by teachers?

A

Not ideal pupils

76
Q

What stereotypes are associated with black pupils?

A

Seen as disruptive

77
Q

What stereotypes are associated with Asian pupils?

A

Seen as passive

78
Q

What ethnocentric views did teachers hold regarding Asian pupils?

A

British culture superior

79
Q

How did teachers treat Asian pupils in group discussions?

A

Excluded them

80
Q

Did teachers see Asian pupils as a threat?

A

No, as a problem

81
Q

What does Archer (2008) say about ethnic minority identities?

A

Lack ‘ideal pupil’ identity

82
Q

What are the three pupil identities constructed by dominant discourse?

A

Ideal pupil, Pathologised pupil, Other

83
Q

What characterizes the ‘ideal pupil’ identity?

A

White, middle class, masculinised

84
Q

What is the ‘pathologised pupil’ identity?

A

Asian, feminised, oppressed sexuality

85
Q

What is a conformist and culture bound ‘over-achiever’?

A

Succeeds through hard work

86
Q

How are demonised pupils characterized?

A

Unintelligent, peer led

87
Q

What did Archer find about ethnic minorities?

A

Pathologised or demonised

88
Q

How are Asian girls often perceived according to Archer?

A

Passive, quiet, docile

89
Q

What happens to Asian girls who challenge stereotypes?

A

Dealt with more severely

90
Q

How do pupils respond to racism and labeling?

A

Disruptive, withdrawn, or prove label wrong

91
Q

What did Archer find about Chinese pupils?

A

Achieved success through hard work

92
Q

How is the success of ethnic minority pupils often perceived?

A

Seen as over-achievement

93
Q

What did Fuller (1984) study?

A

Year 11 black girls

94
Q

How were the black girls in Fuller’s (1984) study untypical?

A

High achievers in low streams

95
Q

How did the black girls respond to negative stereotypes?

A

Channeled anger into success

96
Q

Did the black girls in Fuller’s study seek teacher approval?

A

No, relied on external exams

97
Q

What 2 important things does Fuller’s study highlight?

A

1) Pupils can succeed without conforming 2) Negative labelling doesn’t always lead to failure

98
Q

Why were the girls able to reject the negative labels in Fuller’s study?

A

Self-fulfilling prophecy avoided

99
Q

What are the four types of boys’ responses to schooling according to Sewell?

A

Rebels, Conformists, Retreatists

100
Q

Who conforms to the anti-authority stereotype?

A

The rebels

101
Q

What describes the conformists’ attitude towards school?

A

Keen to succeed

102
Q

How is the retreatists’ status perceived by rebels?

A

Despised

103
Q

Innovators’ view on education?

A

Pro education, anti school

104
Q

How did teachers view black boys?

A

As rebels

105
Q

Impact of teacher perception on achievement?

A

Affects achievement

106
Q

What does Sewell recognize as more important than teacher racism?

A

External factors

107
Q

Mac an Ghaill’s study focus?

A

Black and Asian A-Level pupils

108
Q

Acceptance of teacher labels by pupils?

A

Didn’t always accept

109
Q

What is the difference between individual racism and institutional racism?

A

Individual: prejudice of single teachers, Institutional: discrimination built into institutions

110
Q

How does the National Curriculum ignore non-European cultures?

A

Ignores languages, literature, and music

111
Q

What attitude does Ball (1994) say the National Curriculum promotes?

A

"”Little Englandism”
“What is an ingrained feature of society according to Critical Race Theory?”,”Racism”
“What type of racism do critical race theorists emphasize?”,”Institutional racism”
“How does Gillborn (2008) describe ethnic inequality in the education system?”,”Practically inevitable”
“How does marketisation influence school admissions according to Gillborn (1997)?”,”Negative stereotypes”
“What do Moore and Davenport (1990) say about selection procedures?”,”Lead to ethnic segregation”
“What difficulty might non-English speaking parents face in school admissions?”,”Application process”
“What year did the Commission for Racial Equality report on racism in school admissions?”,”1993”
“List one cause of ethnic minorities ending up in unpopular schools.”,”Stereotyping by primary schools”
“What bias is reported by the Commission for Racial Equality in school places interviews?”,”Bias against minorities”
“Why might minority parents struggle with school applications?”,”Lack of forms in their languages”
“Why are ethnic minority parents unaware during school admissions?”,”Unaware of waiting list system”
“What does Gillborn attribute to black pupils doing worse?”,”Two factors: FSP judgements

112
Q

What does FSP stand for?

A

Foundation Stage Profile

113
Q

When is the FSP conducted?

A

End of reception

114
Q

What increases the risk of stereotyping?

A

FSP judgements and timing change

115
Q

What initiative aimed to raise black Caribbean achievement?

A

Aiming High

116
Q

What tendency was noted regarding black students and GCSE exams?

A

Entered for lower tiers

117
Q

What is Gillborn’s view on ‘model minorities’?

A

Ideology hiding institutional racism

118
Q

What does the ideology of ‘model minorities’ suggest about the educational system?

A

The system is meritocratic

119
Q

How does the ‘model minority’ ideology justify the failure of other groups?

A

Unwilling to make effort

120
Q

Do ‘model minorities’ experience racism in schools?

A

Yes, despite success

121
Q

What do theories around natural ‘intelligence’ suggest according to Gillborn?

A

discredited

122
Q

What does Gillborn argue has now replaced theories of natural intelligence?

A

new IQism

123
Q

What relies heavily on teacher’s assumptions according to the text?

A

opportunities access

124
Q

What do they believe about potential?

A

It can be fixed and measured.

125
Q

What does Gillborn argue about measuring potential?

A

No genuine measure exists.

126
Q

What does Sewell reject in Gillborn’s view?

A

Internal factors causing underachievement.

127
Q

What external factors does Sewell focus on?

A

Boys’ anti-school attitudes, peer groups, father role.

128
Q

What does Sewell reject regarding racism in schools?

A

Not powerful enough to prevent success

129
Q

Who argued that ethnicity interacts with class and gender?

A

Evans (2006)

130
Q

What did Connolly (1998) study?

A

5 and 6 year olds in a primary school

131
Q

How were black boys perceived by teachers according to Connolly?

A

Disruptive under-achievers

132
Q

How were Asian boys perceived by teachers according to Connolly?

A

Passive and conformist

133
Q

What aspect must be considered alongside ethnicity according to Evans and Connolly?

A

Gender and class

Y1 A Level Sociology (20 decks)

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