4: ethnic & national identities Flashcards
CASHMORE AND TROYNA
traditional ethnic identities
sociologist
Describe how the way migrants set up their own place of worship for their communities. E.g Indian and Pakistani migrants set up their own temples and mosques whereas Afro-Caribbean migrants set up Pentecostal churches (their own version of Christianity). They set up their own shops, businesses and services
They note that these migrants respond to racism by strengthening and asserting their own ethnic identities rather than trying to adopt a white British identity.
HEBDIGE
traditional ethnic identities
sociologist
Young black migrants responded to racism in different ways by asserting cultural identities which were different to the culture of white British youths.
By adopting this different cultural style they were able to resist racism.
GHUMAN
traditional ethnic idnentities
sociologist
Found that tradition, religion and family values played an important part in the upbringing of second-generation Asians in the UK and that Asian children tend to be socialised into the extended family, with the emphasis on duty, loyalty, honor and religious commitment.
Parents thought it was right to choose their children’s marriage partners.
ANWAR
traditional ethnic identities
sociologist
Found that family can be a source of conflict for some Asian children.
- younger gens mix with other children at school with different cultural values.
- could create a culture clash
BUTLER
traditional ethnic identities
sociologist
Suggests that Muslim women are represented in the media as supressed and isolated. They are stereotypically portrayed as passive victims of their religion and culture. Muslim women in the Uk are an invisible Minority.
Butler studied the experiences and attitudes of second-gen Asian women in Britain
He found…
* they felt committed to their religion and see it as a way of life
* Do not feel British due to racist attitudes from brits.
WATSON
traditional ehtnic identities
sociologist
Found that the generation gap between Muslims in Britain is emerging. Second year generation hold ideas from western cultures that their parents don’t understand.
DRIVER AND BALLARD
traditional ethnic identities
Suggest that the education system may create and reinforce traditional ethnic identities because it may be more important to certain ethnic groups.
They argue that Indian families place a great value on their children’s education.
They push their children to have high ambitions and gain the best possible grades. This may lead them to certain types of careers.
ARCHER AND FRANCIS
traditional ethnic identities
Suggest that cultural factors are important in explaining the success of British-Chinese students.
* Education success is part of their identity.
* Chinese parents take stronger roles in developing their children’s academic success.
* Critical of white British parents who were seen as allowing failure to develop.
COARD
traditional ethnic identities
Also believes education influences ethnic identities through the school being institutionally racist.
- Argues that the curriculum is based around one particular cultural viewpoint while ignoring others
- Suggests the British national curriculum is ethnocentric
GILLBORN
traditional ethnic identities
Argues that teachers are institutionally racist towards black boys.
* Black males are seen as a threat and distraction to teachers.
* Therefore, they negatively stereotype and label them.
* The Boys are are less likely to be put in top sets so aren’t entered into higher tier gcse papers
* Can lead to self-fulfilling prophecy
ALEXANDER
traditional ethnic identities
Supports idea that the media may create and reinforce ethnic identities through portraying ethnic minorities in a stereotyped way.
- suggests Asian youths in east London have been unfairly targeted by police and the media.
- Argues that Asian boys were criminalised as a result of islamaphibia: which caused a moral panic
HALL
traditional ethnic identities
Studies ethnicity in the media in his text ‘the white eye’ which he states that traditionally, films portrayed black people in 3 ways:
* as natives
* Entertainers (the funny ones)
* Slaves
He used this to explain the representation of ethnic minorities in the way that white directors see and present them
MOGHISSI
traditional ethnic identities
States that Muslims in the media are ‘huddled together’
* suggests that since incidents such as the 9/11, mora panics have been creates surrounding Islam as a religion.
* He found that Muslim women are presented as victims of honor killings and Muslim males are often negatively stereotyped as terrorists.
supports Alexander
SEWELL
traditional ethnic identities
Studied black boys in the media in an **attempt to explain their lower rates of educational achievement, higher levels of participation in crime and the influence on their identities. **
* looked at the relationship between gender and ethnicity of the boys
* Believed that media and peer group had the strongest influence on their identities and family less due to manny growing up in single parent families.
BACK
changing ethnic identites (postmodernism)
Believes that the contemporary UK is becoming increasingly multicultural. Young peoples peer groups may now be more likely to be mixed with members from other ethnic groups.
- He studied 2 council estates in south London
- Noted that black, white and Asian all shared friendships, fashion, music and spoke the same slang.
- Evidence of new ‘hybrid identities’ where all youths share the same culture rather than separate ones
- Said that these youths were trying out new ‘cultural masks’ and that ‘cultural borrowing’ was taking place.
