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sociology A1- EDUCATION > education and ETHNICITY > Flashcards

education and ETHNICITY Flashcards

1
Q

what are the external factors of varying school success for different ethnicities? (external/internal)

(+ PRYCE)

A
  • cultural deprivation - schools British habitus
  • linguistic skills
  • attitudes and values
  • family structure - black Caribbean high percentage of single parents - a less cohesive culture due to the devastating effects of colonialism (PRYCE)
  • Asian families - strong family networks - strong culture
  • most sociologists argue failure is down to racism in schools and ethnocentric curriculum
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2
Q

what is the stereotypical family structure/parental support like for Black Caribbean families? (external)

(MOYNIHAN & SEWELL)

A
  • MOYHIHAN - cultural deprivation/inadequate socialisation of children - similar to WC children in general
  • lone mothers - financial problems
  • lack of male role models for boys (SEWELL)
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3
Q

what are the stereotypical Asian family attitudes? (external)

(PRYCE)

A
  • PRYCE - Asian families have strong family networks/strong culture/close-knit extended families
  • high aspirations for their children
  • promote positive attitudes towards education/adult authority/respectful behaviour
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4
Q

SEWELL: fathers, gangs and culture (external)

A
  • argues the absence of ‘tough love’ Black boys find it hard to overcome emotional and behavioural difficulties
  • in this absence the boys join gangs who offer ‘perverse loyalty and love’ - media inspired role model of anti-school black masculinity (ultra tough, rap, MTV)
  • anti-educational peer group pressure: speaking in standard english and doing well in school seen as ‘selling out to the white establishment’
  • do different to asian children due to culture differences
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5
Q

what is a criticism of SEWELL: fathers, gangs & culture? (internal)

A

he downplays the impact of racism such as institutional/educational racism

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6
Q

material deprivation (external)

PALMER (housing)

A
  • ethnic minorities more likely to live in poverty / overcrowded places
  • more likely to be unemployed / in low paid employment / home working
  • more likely to be homeless
  • live in deprived areas
  • foreign qualifications not recognised in the uk
  • asylum seekers may not be allowed to work
  • racial discrimination found in jobs and housing
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7
Q

what do many sociologists blame for educational differences? (external)

A

racism in wider society and external factors

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8
Q

FSM and ethnicity (internal)

A
  • chinese girls who receive FSM achieve better GCSE results than white girls who don’t get FSM
  • so, material deprivation/social class factors don’t completely override the influence of ethnicity
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9
Q

internal factors of ethnic differences (internal)

(black caribbean boys)

A
  • labelling / pupil responses
  • many black caribbean boys start their education off as high achievers but don’t achieve their potential
  • many fall behind before they leave primary school
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10
Q

black caribbean boys (internal)

GILLBORN & YOUDELL

A
  • GILLBORN & YOUDELL
  • teachers use racialised expectations based on negative stereotypes
  • teachers expected problems from black boys
  • negative labels from teachers
  • educational triage - more likely to be placed in lower sets
  • received harsh discipline from teachers
  • have a high percentage in pupil referral units
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11
Q

asian pupils in primary school (internal)

CECILE WRIGHT

A
  • teachers left asian children out of class discussions as they assumed they had a poor grasp of english
  • failed to pronounce their names correctly
  • teachers failed to respect their customs and traditions
  • saw them as a problem they could ignore
  • these pupils were marginalised
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12
Q

institutional racism (internal)

A
  • discrimination built into the way schools operate
  • national curriculum focuses to much on british culture
  • few opportunities to learn asian languages
  • low priority given to racial issues
  • school governors tend to be white, middle class and middle aged
  • schools not respecting cultural needs
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13
Q

what are the three pupil identities described by ARCHER ? (internal)

A
  • teachers often define pupils using stereotypical ethnic identities
  • ideal pupil identity
  • pathologized pupil identity
  • demonised pupil identity
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14
Q

what is the ideal pupil identity (internal)

ARCHER

A

white, middle class, masculinised identity, normal sexuality, achieve the right way through natural ability/initiative

masculine - confident, self assured
feminine - quiet, polite

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15
Q

what is the pathologized pupil identity? (internal)

ARHCER

A

asian, feminised identity, asexual, oppressed sexuality, conformist culture bound over-achiever, plodder, succeed through hard work not natural ability

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16
Q

what is the demonised pupil identity? (internal)

ARCHER

A

black/white working class, hyper sexualised, unintelligent, peer-led, culturally deprived, underachiever

17
Q

successful black girls

FULLER

A

successful black girls tended to ignore the negative stereotypes and formed their own resistance to racism through supporting each other

this proves to be positive for the girls

18
Q

teacher racism STUDY (internal)

MIRZA

A
  • ambitious black girls faced teacher racism and found that racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices. for example: teachers discouraged them from aspiring to professional careers.
  • much of the girls time at school was spent trying to avoid the effects of teachers negative attitudes
  • strategies include: selective about talking to staff, getting on with own work & not taking part in certain subjects to avoid racist teachers
19
Q

3 types of teacher racism (internal)

MIRZA

A
  • the colour blind: believe all pupils are equal but in practice allow racism to go unchallenged
  • the liberal chauvinists: teachers who believe black pupils are culturally deprived and have low expectations of them
  • the overt racists: teachers who believe black pupils are inferior and actively discriminate against them
20
Q

boys responses to school (internal)

SEWELL

A
  • the rebels: most visible and influential group often excluded from school. subculture based on black masculinity. ultra tough ghetto image. disliked by conformist white/black boys.
  • conformist: keen to avoid rebels and succeed. friends with all ethnic groups
  • retreatists: disconnected from other black pupils and the school
  • innovators: pro school in terms of work but reject the system as a whole
  • although rebels were the smallest subculture, teachers applied this to most black boys
21
Q

what is institutional racism? (internal)

A
  • discrimination built into the wats schools operate
  • national curriculum focuses too much on british culture
  • very few opportunities to learn asian languages
  • low priority given to racial issues
  • school governors tend to be white, middle class and middle aged
  • schools not respecting cultural needs
22
Q

what is the ethnocentric curriculum? (internal)

A
  • subjects which favour one culture
  • history:
    • the mythical age of the
      empire and past glories
    • black people in slavery
    • COARD - black people
      portrayed as evil, white
      as good - colonialism -
      ‘primitive culture’
  • religion focuses too much on christanity

CRITICISM: difficult to apply this argument to indian and chinese pupils success

23
Q

what is the critical race theory? (internal)

GILLBORN

A
  • this theory sees racism as an engraved feature of society
  • less overt, more subtle, less identifiable in terms of individuals committing offences
  • seen as ‘locked-in inequality’
  • GILLBORN (2008) sees ethnic inequality as ‘so deep rooted and so large that it is an inevitable feature of the education system’
24
Q

access to opportunities (internal)

GILLBORN

A
  • the gifted and talented programme was created to meet the needs of the most able students
  • statistics show that white students were twice as likely to be given places than black students
  • black students are more likely to be entered into lower tier exams which often reflects teachers radicalised expectations and proves the self-fulfilling prophecy
  • access to opportunities is based on teacher assumptions

sociology A1- EDUCATION (15 decks)

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