Education Flashcards

Question

School & Work in capitalist society

Answer 1

-competition & divisions amongst students ie. (coming top of the class) , reflect competition & divisions in workforce (promotions/difference in status/pay). -hierarchy of authority in school (teachers and students) reflect authority in work (managers and workers). -alienation through students lack of control over education (what they study) reflects lack of control over production.

Answer 2

-used qualitative research (may not be applicable) -unrepresentative :( Feminists criticise that they are disregarding issues with inequalities as the lads mistreat women.

Answer 3

-Prediction which comes true simply by virtue of it having been made. -Interactionists argue that labelling can affect pupils achievement by creating a self fulfilling prophecy. Step 1: teacher labels students. Step 2: treats pupil accordingly as if prediction is true. Step 3: pupil internalises expectation & it becomes a part of their self image.

Answer 4

-Told schools they had a test designed to identify students who score ahead (untrue - standard testing). -Teachers believed what they were told. -Researches tested pupils & selected 20% at random and told school they were spurters. -1 year later, 47% of the spurters made significant progress.

Answer 5

Negative labelling can sometimes have the opposite effect – Margaret Fuller’s (1984) research on black girls in a London comprehensive school found that the black girls she researched were labelled as low-achievers, but their response to this negative labelling was to knuckle down and study hard to prove their teachers and the school wrong.

Answer 6

-Process of teachers cater gori sing pupils to how they perceive their abilities, attitudes and/or behaviour. -Kids are set & streamed. -Consequence is polarisation - students become divided into two opposing groups, or ‘poles’: those in the top streams who achieve highly, who more or less conform, and therefore achieve high status in the terms of the values and aims of the school, and those in the bottoms sets who are labelled as failures and therefore deprived of status.

Answer 7

Setting - children are grouped by ability according to subject (diff sets) Streaming - children placed in high or low stream depending on average, general academic ability.

Answer 8

PRO-SCHOOL -ingratification - eager to please. -compliance - conforming. -opportunism - gaining approval. -ritualism - lack of interest. -retreatism - indifferent. -colonisation - accepts school as it is & rejects what it lacks. -intransigence - troublemakers , indifferent to consequences. -rebellion - rejection of school & its values. ANTISCHOOL

Answer 9

Woods suggested that students don’t easily split into subcultures, instead he suggested that there is a wide variety of responses to school, and pupils can switch between different adaptations as they progress through their school careers. <—

Answer 10

Observed that many pupils are not committed permanently to any one response, but may move between different types of response, acting differently in lessons with different teachers.

Answer 11

-Showed that in Beachside comprehensive school, banding had produced the kind of polarisation described by Lacey. -Ball found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. -However, differentiation continued and teacher’s continued to categorise pupils differently and were more likely to label middle-class pupils as cooperative and able. -This positive label resulted in better exam results, showing the self-fulfilling prophecy

Answer 12

By 3 years of age, children from disadvantaged backgrounds are 1 year behind those more privileged & gap widens as they grow older: -parents cant read to kids. -accessibility to tech. -lack of attention (parents at work dual income). -cultural capital - museums. -may go to worse schooling based on area

Answer 13

Lacking in basic goods & necessities e.g. housing, diet & health, financial support & cost of education etc.

Answer 14

-Department of education found that barely 1/3rd of pupils eligible for free school meals achieve 5 or more GCSEs at A*-C against nearly 2/3rds. -John Flaherty (2004) says that the money problems in a family were a factor when it came to children not attending school. The children that became excluded from schools were very unlikely to return to education in any shape or form and come out with no qualifications what so ever. -Nearly 90% of failing schools are located in deprived areas. -The link that is made between both poverty and social class is very close.

Answer 15

-Thought that children socialised by their families in early stages of their lives, learn values, attitudes & skills needed for educational success. -Provides cultural equipment: language, self discipline & reasoning skills. -Believed w/c families don’t provide this.

Answer 16

Bourdieu’s concept of cultural capital refers to the collection of symbolic elements such as skills, tastes, posture, clothing, mannerisms, material belongings, credentials, etc. that one acquires through being part of a particular social class.

Answer 17

Carried out quantitative study of Bordieu’s ideas in 4 schools & studied Y11 pupils. Assessed: - class of pupil. - level of cultural capital. - their educational achievement. Findings: -Graduated / m/c parents = more cultural capital. -More cultural capital = higher GCSE results. Criticism: -Doesn’t measure what it’s supposed to & depends on personal interests. -Ethnocentric. May be m/c in diff country.

Answer 18

-Schools place higher value on the MC as they share the same habitus. -WC feels inferior due to having a different habitus considered of less value. -To succeed in education CC must be transmitted to students. - through activities like enrichment, PSHE, school trips etc. -WC may struggle without it.

Answer 19

-reproduces class structure. -keeps lower classes in place.

Answer 20

Wealthy people have advantage by sending kids to private schools & tuition.

Answer 21

May live closer to successful schools (not WC families). ‘Selection of mortgage’ MC more likely to afford house in catchment areas of school places in high exam league tables.

Answer 22

MC have same habitus as in school so they gain **symbolic capital** - status & recognition - therefore they feel accepted & valued and are likely to achieve. WC have an ‘inferior’ habitus and their culture is devalued (accent, appearance) & so they fail to gain symbolic capital and experience **symbolic violence** which is acts of violence that school rejects WC achievement. Therefore WC are alienated.

Answer 23

How parents speak to their kids has an impact on their cognitive ability. - Hobbs-tait et al (2002) - language challenging children to evaluate understanding e.g. “Why do you think that?” - Feinstein (2008) - less educated parents ask more descriptive closed end questions e.g. “What colour is this?” - Feinstein - educated parents praise more so children become competent.

Answer 24

-WC families communicate with gestures & single words or disjointed phrases. Therefore MC are better prepared and have more advanced speech. -WC are unable to take advantage of opportunities at school.

Answer 25

Elaborate code (MC): -detailed & clear through specific vocabulary. -explicit. Restricted code (WC): -limited expression & implicit unclear meaning. -limited grammatical complexity. -slang.

Answer 26

:( Classist for linking educational achievement to how parents talk to their kids. :) However, he & others argue schools should teach appropriate elaborate code. **Language is internal & external.** :( Nell Keddie (1973): argues child cant be deprived of own culture & WC are discriminated and dominated by MC education system. - WC are culturally **DIFFERENT**, not deprived. :( Tryonya & Williams: problem is schools attitude towards child’s language because of speech hierarchy.

Answer 27

-Cultural deprivation theorists believe parents attitudes to education affect achievement. -Douglas (1964): WC parents place less value on education so less interested in progress. More involved parents’ kids do better. -Feinstein (2008): MC parents give children advantage by encouraging success. -Rowntree - parents evening - parents of MC more likely to attend.

Answer 28

Educated: -consistent discipline. -high expectations. -support achievement by encouraging active learning & exploration. Less educated: -harsh or inconsistent discipline. -“do as you’re told”. -less independent children. -poorer motivation.

Answer 29

-Feinstein- educated MC likely to read, teach, help with homework, establish relationships with school, take to museums etc. -Likely to purchase toys & books that develop their children’s speech.

Answer 30

More significant factor than class and income or child’s educational achievement: - access schemes open to students who are 1st to attend Uni in family.

Answer 31

Define **ethnic groups** as people who share common history, identity, language, religion & who see themselves as a distinct unit.

Answer 32

-Chinese & Indians achieved the mostly 5 or more GCSE grades A*-C. -The lowest achievers we’re Gypsy/Romas. -Girls typically do better than boys. -M/c do better than w/c children. -W/c white students perform at lower level than any other ethnic group.

Answer 33

-only 23% of white boys on free school meals (measure of low income) gained 5 A*-Cs at GCSES. -white pupils make less progress between 11-16 than black or Asian pupils.

Answer 34

External factors: factors outside the education system such as the influence of home & family background and wider society. Internal factors: factors within schools and the education system such as interactions between pupils and teachers & inequalities between schools.

Answer 35

This theory sees underachievement of some ethnic groups as the result of inadequate socialisation: -intellectual & linguistic skills. -attitudes & values. -family structure & parental support.

Answer 36

-see the lack of intellect & language skills as major cause for underachievement. -argue that many from low income black families lack intellectual stimulation & enriching experiences. -leaves then poorly equipped as they haven’t developed reasoning & problem-solving skills. **Bereiter & Englemann** see low income black families as inadequate as they are; ungrammatical, disjointed & incapable of expressing abstract ideas. 2010, those who had English as 1st language were only 3.2 points ahead than those without. (55.2% to 52%). **Gillborn & Mirza (2000)** note Indians do well despite English not being home language.

Answer 37

-cultural deprivation theorists see lack of motivation a major cause of failure for black kids. -argue black kids are socialised into a subculture that instils a fatalistic ‘live for today’ attitude that doesn’t value education & leaves them unequipped for success.

Answer 38

-believe failure to socialise kids accurately is due to dysfunctional family structure. -Moynihan argues that balck families are headed by a lone mother & children are deprived of adequate care as she has to struggle financially due to absence of male breadwinner. -also means that boys lack an adequate role model of male achievement. -sees cultural deprivation as a cry me where inadequately socialised children from unstable families fail at school & become inadequate parents.

Answer 39

Sees the problem as a lack of fatherly nurturing & ‘tough love’ (firm, fair discipline). Results in black boys finding it harder to overcome the emotional & behavioural difficulties of adolescence.

Answer 40

Supportive families that have an “Asian work ethic” & place high value on education. Lupton argues that adult authority in asian families is similar to models in school. Respectful behaviour is accepted from children which has a knock on effect in school as parents are likelier to be supportive of school behaviour policies.

Answer 41

White W/C underachieve & have low aspirations. -surgery of 16,000 pupils found that ethnic minorities are likelier to aspire to go to Uni than White British. This low level of aspiration could be due to lack of parental support.

Answer 42

Main policy that has been adopted to tackle cultural deprivation. E.g. aim of Operation Head Start in USA was to compensate children for the cultural deficit they are said to suffer due to deprived backgrounds.

Answer 43

Criticises theory for ignoring positive effects of ethnicity on achievement. Shows that black Caribbean families provide girls with positive role models a of independent women & this is why they’re more successful than black boys.

Answer 44

Challenges Pryce’s view that black pupils fail because their culture is weak & they lack self esteem. Argues they underachieve because of racism.

Answer 45

Sees this theory as a victim blaming explanation. Argues ethnic minorities are culturally **different**, not deprived. & underachieve due to ethnocentricism.

Answer 46

Means a lack of physical necessities that are seen as essential or normal for life in society. Generally, W/C are more likely to experience this. See educational failure as a result from factors such as substandard housing & low income. Ethnic minorities are likelier to face these problems.

Answer 47

Almost 1/2 of all ethnic minorities live in low income families against 1/4 of whites. Ethnic minorities are 2X likelier to be unemployed than whites. Ethnic minority households are 3X likelier to be homeless. Almost 1/2 of Bangladeshi & Pakistani workers earned under £7 an hour compared to 1/4 of whites. Bangladeshi & Pakistani women are likelier to be engaged in low paid home-working.

Answer 48

Many live in economically depressed areas with high unemployment & low wage rates. Tradition of purdah in some Muslim households prevents women working outside the home. Lack of language skills & foreign qualifications not being recognised by UK employers. Asylum seekers might not be allowed to work. Racial discrimination in labour market & housing market.

Answer 49

Explains why Pakistanis do worse than Indians & whites. Indians are 2X likelier than whites & 5X likelier than blacks to attend private schools. Bangladeshi, Black Caribbean’s & Pakistani are likelier to be eligible for FSM (sign of poverty).

Answer 50

If we don’t take into account class, might overestimate effect of cultural deprivation & underestimate material deprivation. Still, even Indians & Chinese who are materially deprived do better. E.g. 2011, 86% of Chinese girls wo receive FSM achieved 5 or more higher GCSE grades than 65% of white girls not receiving FSM. Suggests material deprivation doesn’t override influence of ethnicity. **Madood 2004** found that effects of low income were much less for ethnic groups other than whites.

Answer 51

Whilst material deprivation & poverty has an impact on educational achievement, some argue that poverty is itself product of racism.

Answer 52

“Discrimination is a continuing & persistent feature of the experience of Britain’s citizens of minority ethnic origin.”

Answer 53

Shows how racial discrimination leads to social exclusion & worsens poverty faced. In housing, discrimination means minorities are likely to be forced into substandard accommodation than white people of the same class.

Answer 54

Employment has direct discrimination. He sent 3 closely matching job application coming from fictions applicant using names associated with diff ethnic groups. For each job, 1 application was from a que person & 2 from ethnic minorities. **Found 1 in 16 ethnic minority applications were offered an interview against 1 in 9 white applications.** Helps explain why members of ethnic minorities are likely to face unemployment & low pay, & this is in turn has a negative effect on children’s educational prospects.

Answer 55

Found black children were the highest achievers on entry to primary school (20% above average) but by the time it came to GCSEs, they had the worst results of any ethnic group (21% below average).

Answer 56

Analysis of entire national cohort of over 530,000 7-11 year olds show how quickly black pupils fall behind after starting school. He found that black Caribbean boys not entitled to FSM esp the more able ones made significant less progress than whites.

Answer 57

-To label is to attach a meaning or definition to someone. E.g. troublemaker. -Interactionists focus on diff labels given to those of ethnic backgrounds. -e.g. black pupils ‘disruptive’, asian pupils ‘passive’. -Negative labelling leads teachers to treat ethnic minorities differently resulting in their failure.

Answer 58

**Gillborn & Youdell (2000)** found teachers were quicker to discipline black pupils than others for demonstrating the same behaviour. -they argue this is because of **‘racialised expectations’** and expecting them to behave negatively. -black students felt picked on and underestimated. **Bourne (1994)** found schools tend to see black boys as a threat & labelled negatively, leading to expulsion. 1/5 excluded pupils achieves 5 GCSEs. **Osler (2001)** additionally to higher expulsion rates of black pupils, they suffer from unofficial exclusions & internal exclusions where they’re sent out of class. & more likely to be placed in pupil referral units (PRUs).

Answer 59

Teachers focus on students who they believe are most likely to achieve a grade C at GCSE - process of **educational triage** or sorting. -means black students with negative stereotypes are placed in lower sets & streams. **Foster (1990)** found teacher’s stereotypes of black pupils being badly behaved resulted in them being placed in lower sets than others of the same ability. Leads to self-fulfilling prophecy of underachievement.

Answer 60

**Wrights (1992)** study of multi ethnic primary school shows asian pupils also suffer from teacher labelling. -teachers held **ethnocentric** views of British culture was superior. -teachers assumed Asians would have a poor grasp of english & left them out of class discussions or used simplistic, childish language when speaking to them. -teachers mispronounced their names = isolation. -teachers didn’t see them as a threat like black pupils, but rather a problem they could ignored. As a result, they were marginalised & prevented from fully participating.

Answer 61

Teachers often define pupils as having stereotypical ethnic identities. -**Archer (2008)** describes how the dominant discourse constructs 3 types of pupil identities: -the **ideal pupil identity**: white, middle class, masculine, heterosexual. Achieving in the ‘right way’ through ability. -the **pathologised pupil identity**: asian, ‘deserving poor’, feminine, asexual or oppressed sexuality, overachiever, conformist, succeeds though hard work rather than natural ability. -the **demonised pupil identity** black/white w/c, unintelligent, hyper sexual, peer-led, culturally deprived, underachiever. From interviews, shows black students are demonised as loud, challenging & from unaspirational homes. 2010- Asian girls are ‘quiet, passive’. **Farzana Shain (2003)** notes when asian girls misbehave, they’re dealt more severely than other.

Answer 62

Archer argues that even tide minority pupils who perform successfully can be pathologised (seen as abnormal). -Chinese students were seen as having achieved success the ‘wrong’ way (through hard work, passive conformism rather than natural talent). -this meant they could never be the ‘ideal pupil’. -Archer & Francis (2007) sum up the teachers view of them as a ‘negative positive stereotype’. Teachers stereotyped Chinese as ‘tight/close’ families to explain passivity. They saw South Asian girls as victims of oppressive families. Overall, teachers will only see success of ethnic minorities as ‘overachievement’ since ‘proper’ achievement is natural by privileged m/c white pupils.

Answer 63

Research shows pupils can respond to teacher racism in various ways. -can respond by becoming disruptive or withdrawn. -can respond by refusing to accept label & prove it wrong.

Answer 64

Study of black girls in London comprehensive school. -girls were high achievers where most black girls were placed in low streams. -they didn’t accept the negative stereotypes & instead channeled anger of labels into pursuit of educational success. -didn’t seek teacher approval & stayed friends with black girls in lower streams. -worked hard but appeared to not do so. -positive attitude to academic success but not to seeking teacher approval. Able to maintain a positive self image by relying on their own efforts rather than accepting negative stereotypes. Shows negative labelling doesn’t always lead to failure & pupils may still succeed even if they refuse to conform.

Answer 65

Study of black & Asian a-level students at a sixth form. -students who believed teachers negatively labelled them didn’t necessarily accept the label. -their response depended on factors such as their ethnic group and gender and nature of former schools. E.g. some girls felt their experience of attending an all girls school gave them greater academic commitment that helped them to overcome negative labels. No self fulfilling prophecy.

Answer 66

Studied ambitious black girls who dealt with teachers discouraging them from ambitions through advice about careers. E.g. discouraging them from aspiring careers. 3 types of teacher racism: 1. **The colour blind**: teachers who believe all pupils are equal but don’t challenge racism. 2. **The liberal chauvinists**: teachers who believed black students are culturally deprived & thus have lower expectations. 3. **The overt racists**: teachers who believe black people are inferior & actively oppress them. The girls tried to avoid teachers and were selective of which staff to ask for help. Though the girls had high self esteem, they were disadvantaged through restricted opportunities.

Answer 67

Focuses on the absence of fathers & influence of peer groups/street culture to explain black boys underachievement. Identified 4 types of responses to racism: 1. **the rebels** most influential & were a small minority. Conformed to the “black macho lad” who represented black masculinity. Didn’t approve of white boys & conformists since they’re effeminate. Anti authority & school. 2. **the conformists** largest group who succeeded in school goals. No subculture attached & didn’t want a negative stereotype. 3. **the retreatists** tiny minority who are disconnected with education, no affiliation to subculture or main school & not approved by rebels. 4. **the innovators** 2nd largest, pro-education but anti-school. Value success & didnt depend on teachers expectations. Allied with rebels.

Answer 68

Argue that to explain ethnic differences in achievement, we need to go beyond simply examining individual teacher racust & must look at how schools routinely & even unconsciously discriminate against ethnic minorities. **Individual racism**: results from the prejudiced views of individual teachers & others. **Institutional racism**: discrimination that’s built into the way institutions such as schools & colleges operate.

Answer 69

-Racism is an ingrained feature of society. -According to 2 of the dounfers of the Black Panther party in the USA, Stokelt Carmichael & Hamilton (1967), institutional racism is, “less overt, more subtle, less identifiable”. -Cant be removed by laws but requires direct action by oppressed groups.

Answer 70

The scale of historical discrimination is so large that there no longer needs to be any conscious intent to discriminate- the inequality becomes self-perpetuating: feeds on itself. Gillborn (2008) applies concept of locked in inequality to education. Sees ethnic inequality as “so deep rooted and so large that it’s practically inevitable feature of the education system.”

Answer 71

1997- argues that because marketisation gives school more scope to select pupils, it allows negative stereotypes to influence decisions about school admissions. 1990 - M&D show how selection procedures lead to ethnic segregation with minority pupils failing to get into better secondary schools due to discrimination. E.g. found primary school reports were used to screen out pupils with language difficulties while the application process was difficult for non English speaking parents to understand.

Answer 72

Identified similar biases in Britain. Noted that racism in school admissions procedures means that ethnic minority kids are likelier to end up in unpopular schools because: -reports from primaries that stereotype minorities. -racist bias in interviews. -lack of info & application forms in minority languages. -ethnic minority parents are often unaware of how the waiting list system works & importance of deadlines.

Answer 73

**Ethnocentric** - seeing things in a way that’s biased from the viewpoint of a particular ethnic group. E.g. the British curriculum

Answer 74

-Note that the national curriculum is based on white cultural priorities. -Note the meagre provision for teaching Asian languages as compared to European languages. -**David (1993)** described the National curriculum as specifically British that ignored non-European languages, literature & music.

Answer 75

Criticised the National curriculum for ignoring ethnic diversity and for promoting an attitude of ‘little Englandism’. E.g. the history curriculum tried to recreate a ‘mythical age of empire & past glories’ while ignoring the history of black & asians.

Answer 76

Coard explains how the ethnocentric curriculum may produce underachievement. E.g. in history, the British may be presented as bringing civilisation to the ‘primitive’ peoples they colonised. He argues that the image of black people as inferior undermines black children’s self esteem & leads to their failure. Unclear what impact the ethnocentric curriculum has. E.g. may ignore asian culture & how Indian and Chinese achievement is above average. Similarly, Stone argued black children don’t suffer from low self esteem.

Answer 77

Argued that ‘the assessment game’ is rigged. -in the past, primaries used baseline assessment & tested students as they started compulsory schooling. These were replaced in 2003 by the ‘foundation stage profile’ (FSP). -Now black pupils were doing worse than whites. -FSP demonstrated institutional racism since it’s based on teachers judgements & was completed at the END of reception. -Argued these factors increased risk of teachers stereotyping affecting results. Supported by **Sanders & Horn (1995)** GCSE study WHI found that where more weighting was given to tasks assessed by teachers, rather than by written exams, the gap between scores of diff ethnic groups widened.

Answer 78

-The gifted and talented programme was created with sim to meet the needs of more able pupils in inner city schools. While this might seem to benefit bright pupils from minorities, Gillborn points out that official statistics show whites are over twice as likely as Black Caribbean’s to be identified as G&T & 5X more likely than Black Africans.

Answer 79

-Found that in 30 schools in the ‘Aining High’ initiative to raise Black Caribbean pupils, achievement, blacks were nevertheless more likely than whites to be entered for lower tier GCSE exams. -Often because they were placed in lower sets. -Can only gain grade C at best.

Answer 80

-Analysis of large scale data from the Longitudinal study of Young people in England (LSYPE), shows a white-black achievement gap in maths/science tests at age 14. -Found this to be the result of black pupils being systematically underrepresented in entry to high tier tests. -Suggests that ethnic differences in entry to test tiers reflect teachers’ expectations, leading to self fulfilling prophecy.

Answer 81

-Argues teachers & policy makers make false assumptions about the nature of pupils ‘ability’ or ‘potential’. -See potential as a fixed quality that can be easily measured & once a pupils potential has been measured, they can be put into the right set or stream & onto G&T. -Argues there’s no genuine measure of ‘potential’ as a test can only state what a person is capable of, in the moment, not future. -Argues education system is racust & disadvantaged minorities. “Racial inequality is a constant & central feature of the education system.”

Answer 82

-Gillborn argues institutional racism is the main factor for ethnic minorities underachievement. -Sewell rejects this view. Doesn’t believe racism has disappeared from schools, he argues it’s not enough to prevent individuals from succeeding. -Sewell thinks external factors (anti school attitudes, peer group, nurturing father role) are more important.

Answer 83

Critics say that there’s overachievement of ethnic minorities such as Indians & Chinese. Gillborn resoonds by arguing the appearance of hardworking minorities is an ideological function that conceals institutional racism: -makes system appear meritocratic & fair. -justifies failures of other minorities- Black people are “lazy”. -ignored that ‘model minorities’ still suffer from racism.

Answer 84

Argued that to fully understand relationship between ethnicity & achievement, we need to see how it interacts with gender & class. E.g. sociologists don’t look at black pupils class.

Answer 85

Study of 5/6 year olds at multi ethnic primary school. -shows how pupils and teachers construct masculinity differently depending on child’s ethnicity. -teachers saw black boys as disruptive under achievers & controlled them by punishing them more & channeling their energies into sport. -boys responded by seeking status in non academic ways (footie). -by contrast, Asian boys were seen as passive, conformist, keen & academic. -when misbehaving, they were seen as immature, not threatening. -other boys picked on them to assert masculinity & excluded from games. -more feminine & vulnerable.

Answer 86

-Notes that there’s an **interactions effect**: class & gender interact differently with ethnicity depending on which ethnic group. -Bigger gap between the achievements of white middle class & white working class pupils than black middle class & black working class pupils.

Answer 87

Sees family structure as contributing to underachievement of Black Caribbean’s. Says Asians are higher achievers since their culture is more resistant to racism & gives them a greater sense of self worth. Argues black Caribbeans are less resistant & have low self esteem and underachieve. Argues the difference is result off differing impact of colonialism on 2 groups. Argues slavery was culturally devastating for blacks & being sold meant they lost their language, religion, culture etc. Asian families however weren’t destroyed by colonialism.

Answer 88

Due to the absence of the restraining influence of fathers, street gangs of other fatherless boys offer black boys, “perverse loyalty & love.” This provides black boys an inspired role model who’s ideal **Arnot 2006** describes as the “ultra though ghetto superstar, an imagine constantly reinforced through rap lyrics & MTV videos.”

Answer 89

Some black boys are subjects anti educational peer group pressure (most successful black boys that he interviewed said the hardest barrier was pressure from other boys). Doing academically well & speaking in standard English was viewed as “selling out” to the whites. Argues Asians do better than blacks because of cultural difference in socialisation & attitudes towards education. Argues black boys should have greater expectations placed on them to raise aspirations.

Answer 90

Argues that it isn’t peer pressure but institutional racism within the education system that produced the failure of black boys.

Answer 91

Lupton studied 4 mainly W/C schools (2 white, 1 Pakistani & 1 ethnically mixed). -found that teachers reported poorer levels of behaviour & discipline in white W/C schools despite that they had fewer children on FSM. Teachers blame it on low levels of parental support and the negative attitude that white W/C parents had towards education. By contrast, ethnic minorities saw education as a ‘way up in society’.

Answer 92

Argues that street culture in white W/C areas can be brutal & young people have to learn to withstand intimidation & intimidate others. School can become a place where the power games that young people engage in are played out again bringing disruption & underachievement.

Answer 93

They see contemporary education as an attempt to impose white culture into those who have culture already & present 2 alternatives: 1. **Multicultural education**: policy that recognises & values minority cultures & includes them in the curriculum. 2. **Anti-racist curriculum**: policy that challenges the prejudice & discrimination that already exists in school & society.

Answer 94

Murray says that a high rate of lone parenthood & lack of positive male role models leads to underachievement of some minorities. Scruton sees low achievement levels of ethnic minorities as resulting from failure to embrace mainstream British culture.