EDU ^ Continued

Question 1

Gender and sexual identity in school

UK

Answer 1

Traditionally in the UK, there is a gender binary - you are male or female.
Males are to be masculine, while girls are to be feminine. This is seen as normal and ‘natural’. Schools reinforce this gender binary, encouraging boys and girls to act accordingly.

Question 2

Gender and sexual identity in school

Examples of how schools reinforce the gender binary:

Answer 2

• Boys are told to “man up”

• Teachers tell boys to stop acting like girls

• Peer pressure - girls tell their friends that they need to look pretty at the school disco

• Male gaze (boys look girls up and down) - girls feel they have to look good e.g. nice hair

• Teachers are stricter on girls if they are rude in class (because it is not feminine)

Question 3

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Answer 3

Hegemonic masculinity is encouraged and valued in schools.
Hegemonic masculinity is the idea that men should be dominant, tough, aggressive and misogynistic (hate women). Femininity is devalued; girls are seen as weaker and passive.

Question 4

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Affect of hegemonic masculinity
+ statistics

Answer 4

Hegemonic masculinity can become toxic and condone (justify) violence.
It can normalise sexual harassment towards girls (to show they are dominant).

For example, 59% of 13-21 year olds girls have experienced some form of sexual harassment in school or college.

Hegemonic masculinity can also normalise homophobia to prove boys are not girly or ‘gay. For example, 45% of LGBT students have experienced bullying at school for being LGBT. Toxic masculinity refers to the harmful aspects of masculinity e.g. sexually harass women to be superior.

Question 5

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Hegemonic masculinity can normalise what according to Ringrose ?

Answer 5

Normalise sexual harassment towards girls (to show they are dominant).

Hegemonic masculinity can also normalise homophobia

Question 6

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Examples of sexual harassment in schools:

Answer 6

• Unwanted sexual touching - one third of 16-18 year old girls claim they have experienced unwanted sexual touching at school.

• Unsolicited dick picks - girls are sent dick picks on their phones. They feel ‘provoked’ and don’t know what to do or how to report it.

• Non-consensual sexting - girls are pressured for naked photos. They are seen as a “slut” for being asked.

Question 7

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Double standards

Answer 7

Double standards in regards to sexual behaviour. Boys boast about how far they got with a girl. There is a
‘lad culture’ boys are rewarded by other boys for getting with girls, “he’s a lad”. However, when girls have sex, they are blamed (e.g. “she asked for it”) and labelled as “sluts” or “slags”.

Question 8

Gender and sexual identity in school

Ringrose - gender and sexuality in schools

Double standards-what does Ringrose claim?

Answer 8

Ringrose claims that schools dismiss sexual violence e.g. ban mobile phones or block social media sites on school computers. Schools do not want anything to do with sexual harassment and cases are not dealt with.
Ringrose argues that this confirms toxic masculinity - it keeps happening and girls continue to be sexually harassed

Question 9

Ethnicity and achievement
Uk trends

Answer 9

There are strong patterns in relation to ethnicity and educational achievement.
In the UK, Chinese and Indian students achieve the best outcomes (grades) and highest progress 8 scores of any ethnic group. Whereas, Black Caribbean and Gypsy/ Roma and Irish Traveller students have the lowest attainment outcomes of all ethnic groups.

Question 10

External factors of impact of ethnicity on a student’s educational performance

External factors

Answer 10

1. Material deprivation
   2.Cultural deprivation
2. Family structure
3. Language barriers
4. Discrimination in wider society

Question 11

External factors of impact of ethnicity on a student’s educational performance

External factors
Material deprivation

Answer 11

Some ethnic groups, such as Black Caribbean, are disproportionately eligible for Free School Meals (FSM), facing high levels of poverty and deprivation. Low attainment outcomes of Black Caribbean students may stem from material deprivation. They cannot afford to buy the things needed for educational success. Their families often work in low paid jobs with no job security e.g. zero hours contracts.

Question 12

External factors of impact of ethnicity on a student’s educational performance

External factors
Examples of material deprivation

Answer 12

• They cannot afford a computer or internet access at home, which makes it hard to complete homework.

• They will likely have to wear a second-hand school uniform, which could lead to bullying from other students, resulting in them skipping school to avoid the bullies.

• They cannot afford to eat breakfast, making it difficult to concentrate in lessons.

Question 13

External factors of impact of ethnicity on a student’s educational performance

External factors
Material deprivation -opposing view

Answer 13

On the other hand, Chinese and Indian students are more likely to be non-FSM, coming from well-off middle class families with economic capital. They can afford to buy the things for educational success e.&. internet/computer at home to complete homework, new school uniform, good diet and housing conditions.

Question 14

External factors of impact of ethnicity on a student’s educational performance

External factors
EVALUATION

Material deprivation

Answer 14

• The government has introduced compensatory education - extra services and programs to help children from disadvantaged backgrounds achieve at school. E.g. Breakfast clubs and Free School Meals.

• Poverty and deprivation fails to explain the achievement of Chinese students on FSM who, despite coming from low income families, outperform non-SM students (have economic capital. This suggests coming from low income achievement may stem from cultural factors, rather than material factors.

Question 15

External factors of impact of ethnicity on a student’s educational performance

External factors
Cultural deprivation

Answer 15

Some ethnic groups, like the Gypsy/Roma and Irish Traveller community, regard education as less important, it is not valued and student outcomes (grades) are lower.

Question 16

External factors of impact of ethnicity on a student’s educational performance

External factors
Cultural deprivation
Which ethnicity do not generally value an education system ?

Answer 16

The Gypsy/Roma and Irish Traveller community generally do not value an education system run by non-gypsies.
They tend to see education as unimportant because success at school is not necessary to achieve their goals. The main priority of Gypsy/Roma and Traveller boys is to find a manual job and earn a living e.g. tarmac drives, sell horses - these jobs don’t require qualifications. Gypsy/Roma and Traveller girls’ main priority is to look good and find a husband. They will be housewives and mothers, which again does not require qualifications.

Question 17

External factors of impact of ethnicity on a student’s educational performance

External factors
Cultural deprivation
Which ethnicity do value an education system ?

Answer 17

On the other hand, Chinese and Indian families see education as important and their children go on to achieve above-average results. Most are middle class, possessing cultural capital e.g. parents’ take a real interest in their children’s education and attend all school events including parents’ evenings. British Chinese culture places high value on education and there is a family discourse whereby children work hard for their family. Parents provide lo’ of support and work long hours to pay for private tutoring, revision guides, laptops etc. Indian parents tend to be strict, expecting their children to be obedient and follow their rules. The adult authority model and strong work ethic at home matches the expectations at school.

Question 18

External factors of impact of ethnicity on a student’s educational performance

External factors
Family structure- who argues this point?

Answer 18

Sewell

Question 19

External factors of impact of ethnicity on a student’s educational performance

External factors
Family structure-

Answer 19

Sewell argues that one reason why Black Caribbean boys do less well than Black Caribbean girls is because they lack a male role model; many Black Caribbean children live in female-headed single parent families.
Sewell claims that the lack of a male role model makes it harder for some boys to adapt to the demands of school. Whereas, Black Caribbean girls often do better at school because their single mum provides a positive female role model - they want to be independent like their mums, motivating them to study hard.

Question 20

External factors of impact of ethnicity on a student’s educational performance

External factors
Language barriers

Answer 20

Some students, such as Bangladeshi and Pakistani, do not hear English spoken at home because they are EAL (English as an additional language). This can be a barrier to success, as they cannot understand their teachers, read textbooks or write competently in English. Parents who do not speak English struggle to support their children e.g. cannot understand what the teachers are saying at parents’ evening.
Being EAL also makes the school application process difficult, as parents cannot read the application forms, resulting in many EAL pupils ending up in less popular schools.

Question 21

External factors of impact of ethnicity on a student’s educational performance

External factors
Language barriers
What is EAL?

Answer 21

English as an Additional Language

Question 22

External factors of impact of ethnicity on a student’s educational performance

External factors
Language barriers
What do schools use that make it difficult for EAL students to understand content ?

Answer 22

Schools also use the elaborated code - EAL students may find it difficult to understand this complex, sophisticated language e.g. do not understand textbooks, exam questions or what the teachers are saying in lessons.

Question 23

External factors of impact of ethnicity on a student’s educational performance

External factors
Discrimination in wider society

Answer 23

Racism in wider society has led to certain ethnic groups experiencing greater rates of poverty, unemployment, poorer health and over-representation in prisons. Discrimination in wider society may contribute to the lower aspirations of some ethnic groups such as Pakistanis and Black Caribbean boys. Discrimination may lead to them feeling like there is little point in trying since their chances in life are reduced by racism.

Question 24

Internal factors of impact of ethnicity on a student’s educational performance

Internal factors are:

Answer 24

1. Labelling and the self fulfilling prophecy
2. Ethnocentric curriculum
3. Institutional racism and anti- blackness
4. Marketisation
5. Pupil subcultures

Question 25

Internal factors of impact of ethnicity on a student’s educational performance

Labelling and the self fulfilling prophecy
Radical stereotypes

Answer 25

Racial stereotypes influence teacher labelling. Some teachers assume that black pupils will be disruptive, hopeless and challenge their authority, giving them negative labels such as ‘trouble maker’. These labels can have a powerful effect on the achievement of black pupils as they are likely to become a self-fulfilling prophecy, where the pupils’ internalise the labels they’ve been given and act accordingly.
For example, a black boy labelled ‘slow learner’ will take on this label, believing he is a slow learner and not bothering in his school work (because he believes he will never achieve good grades).

Question 26

Internal factors of impact of ethnicity on a student’s educational performance

Labelling and the self fulfilling prophecy

Misallocation of sets

Answer 26

• students are put in the wrong set. Black students are 2.5 times more likely to be allocated down a set compared to white students. Being in a bottom set has a negative impact on students’ self-confidence.
  Black students will likely develop a self-fulfilling prophecy - believing they are stupid and give up.

Question 27

Internal factors of impact of ethnicity on a student’s educational performance

Labelling and the self fulfilling prophecy
Teacher assessment

Answer 27

• evidence indicates the presence of anti-black unconscious biases among some teachers - white British teachers tend to have lower expectations of black pupils, assessing their schoolwork at a lower level and under predicting them for exams/UCAS applications. The cancellation of GCSE and A Level exams in 2020 had a negative effect on black pupils, as they routinely outperform their predicted grades; many received grades far lower than their actual ability. This shows the harmful effects of racial stereotypes and labelling on black pupils’ educational achievement.

Question 28

Internal factors of impact of ethnicity on a student’s educational performance

Labelling and the self fulfilling prophecy

Evaluation

Answer 28

• Not all labels become a self-fulfilling prophecy - some students reject their labels. For example, Fuller studied Black Caribbean girls in Year 11 in a London school whose teachers gave them negative labels.

The girls did not develop a self-fulfilling prophecy, instead they rejected the labels and were determined to succeed. At school they were part of anti-school subcultures, making it look like they didn’t care.

However, at home they studied hard. The girls went on to achieve excellent GCSE results.

Question 29

Internal factors of impact of ethnicity on a student’s educational performance

Ethnocentric curriculum

Answer 29

Ethnocentric curriculum is the idea that the school curriculum regards white British culture as superior to other cultures and does not value the contribution of other cultures. White British knowledge and traditions are favoured, while other cultures are not recognised or valued.

Question 30

Internal factors of impact of ethnicity on a student’s educational performance

Define ethnocentric

Answer 30

To be ethnocentric is to see your own culture as superior to all other cultures.

Question 31

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:

Answer 31

• Only teach European languages (e.g. French and Spanish)
• History is taught from a British perspective
•School holidays are set according to Christian festivals
• School uniform policies may go against cultural requirements for modesty -

Question 32

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:

Only teach European languages (e.g. French and Spanish)

Answer 32

Only teach European languages (e.g. French and Spanish), which devalues the languages of some ethnic minorities. Ethnic minority students who speak another language feel ignored. For example, many Bangladeshi students speak Bengali, but this language is not taught in school, making them feel left out.

Question 33

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:

History is taught from a British perspective

Answer 33

History is taught from a British perspective, which may lead to a biased view of the history of other cultures.
Coard claims that the only Black History taught in schools is based around slavery and colonialism (the British invaded other countries and made black people their slaves). This can make black children feel their culture is inferior, resulting in low self-esteem and underperformance.

Question 34

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:
History is taught from a British perspective

Who argues this?

Answer 34

Coard claims that the only Black History taught in schools is based around slavery and colonialism (the British invaded other countries and made black people their slaves). This can make black children feel their culture is inferior, resulting in low self-esteem and underperformance.

Question 35

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:

School holidays are set according to Christian festivals

Answer 35

School holidays are set according to Christian festivals e.g. Christmas and Easter, as Christianity is the dominant religion in Britain, thus ignoring other religious festivals in other cultures. This means that children of other faiths may have to attend school on big festivals e.g. the majority of schools do not close for the Muslim festival of Eid.

Question 36

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Ways in which schools are ethnocentric:

School uniform policies may go against cultural requirements for modesty

Answer 36

• School uniform policies may go against cultural requirements for modesty - for example, in December 2020, a 12-year-old Muslim pupil was sent home because her skirt was ‘too long’. The school claimed that her ankle length skirt breached the school uniform policy (skirts should be knee length). The 12-year-old girl refused to change into a short skirt, as this would have gone against her religious beliefs (Muslim girls are expected to keep their bodies covered and they are not supposed to show their arms or legs). She felt bullied a for her religious beliefs; left out and upset that she was not able to see her friends.

Question 37

Internal factors of impact of ethnicity on a student’s educational performance
Ethnocentric curriculum

Evaluation

Answer 37

• Ethnocentric curriculum cannot explain the underachievement of white working class students.

• The government has introduced policies supporting a multi-cultural education to celebrate and teach about the cultures of different ethnic groups e.g. Cultures Week, Black History Month.

Question 38

Internal factors of impact of ethnicity on a student’s educational performance

Institutional racism and anti-blackness

Answer 38

Institutional racism and anti-blackness
Intentional or unintentional repeated cases of discrimination that take place at an organisational level are known as institutional racism and can greatly influence the likelihood of educational success. Examples might include a lack of ethnic minority teachers, subconscious decisions about giving responsibility to students of certain ethnic groups in school or disciplining some ethnic groups more than others.

Question 39

Internal factors of impact of ethnicity on a student’s educational performance

Institutional racism and anti-blackness
White teachers …

Answer 39

Some white British teachers have lower expectations of black pupils, negatively judge and more severely discipline black pupils. Hairstyles are unfairly punished; black boys with very short hair are placed in isolation, while white pupils with the same length hair are given lighter punishments.

Black pupils kissing teeth is misinterpreted by teachers who see it as aggressive or a challenge to their authority (kissing teeth actually means they are annoyed or unhappy about something). Black pupils’ confidence is interpreted as arrogance, rudeness or naughtiness.

These anti-black unconscious biases are having a damaging effect on the outcomes (grades) of black pupils.

Question 40

Internal factors of impact of ethnicity on a student’s educational performance

Institutional racism and anti-blackness
Who studied this ?

Answer 40

Mirza studied ambitious black girls who experienced racism in lessons. She found that the girls developed strategies to deal with racism, such as not taking part in class discussions and not choosing subjects that had racist teachers.

However, the girls’ strategies restricted their opportunities to achieve at school, resulting in low achievement.

Question 41

Internal factors of impact of ethnicity on a student’s educational performance

Institutional racism and anti-blackness
Evaluation

Answer 41

• It is not just black students who develop strategies to deal with racism, their parents do too.
Historically black children have not done well at school, and black middle class parents worry that teachers will have low expectations of their children. Black middle class parents have developed strategies such as closely monitoring progress and organising extra-curricular activities for their children.

Question 42

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
How can running a school like a business disadvantage some ethnic groups?

Answer 42

Running a school like a business can disadvantage some ethnic groups, such as Bangladeshis and Pakistanis, who may not be fully aware of how to ‘play the system’

Question 43

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
Ethnic minorities lack:

Answer 43

Educational capital
Economic capital
Cultural capital

Question 44

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
Ethnic minorities lack:
Educational capital

Answer 44

for example, school prospectuses may not be available in their language or they may not understand the application process (lack of educational capital).

Question 45

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
Ethnic minorities lack:
Economic capital

Answer 45

they cannot afford the transport costs to send their children to schools outside of their catchment area because they lack economic capital (as many come from working class backgrounds, working low paid and/or zero hours contracts).

Question 46

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
Ethnic minorities lack:
Cultural capital

Answer 46

lack cultural capital to challenge school decisions about admissions (they don’t feel comfortable approaching the school and talking to teachers).

Question 47

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
EAL students and parents

Answer 47

families who are EAL (English as an additional language), such as some Bangladeshis, will not understand school application forms and be unable to talk to teachers at open events.

Question 48

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
4 types of capital

Answer 48

economic
cultural
educational
social

Question 49

Internal factors of impact of ethnicity on a student’s educational performance

Marketisation
Which types of families tend to have all 4 types of capital?

Answer 49

hand, Chinese and Indian families tend to be middle class, possessing all 4 types of capital (economic, cultural, educational and social), so they are able to ‘play the system’, ensuring their children get accepted into the best schools.

Schools are also more likely to ‘cream-skim’ Chinese and Indian students believing that they will achieve excellent exam results, as they know their cultures place high value on education and their parents will likely be supportive and discipline them well.

Question 50

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures

Answer 50

One way in which pupils may react to racialised teacher expectations is through the formation of subcultures.
Sewell studied pupil subcultures among Black Caribbean boys. He found 4 types of pupil subculture

Question 51

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
Who found 4 types of pupil subculture?

Answer 51

Sewell

Question 52

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:

Answer 52

1. The rebels -
2. The conformists -
3. The retreatists -
4. The innovators -

Question 53

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:
The Rebels

Answer 53

they rejected the goals and rules of school. Anti-authority, ‘black macho lads’.

Question 54

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:

Who stressed about ‘rebels’?

Answer 54

Sewell stressed that only a small number of black boys were ‘rebels’, but this is how most teachers’ saw black boys (teachers’ often view black masculinity as dangerous and a challenge to their authority).

Question 55

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:
The Conformists

Answer 55

they wanted to do well, accepting the goals of the school and making friends with different ethnic groups. Not part of a subculture.

Question 56

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:
The Retreatists

Answer 56

isolated individuals, ‘loners’, not part of subcultures.

Question 57

Internal factors of impact of ethnicity on a student’s educational performance

Pupil subcultures
4 types of pupil subculture:
The Innovators

Answer 57

they were pro-education, but anti-school. They valued success, but did not seek approval from their teachers. They wanted to remain ‘cool’ in front of ‘the rebels’.