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education and ethnicity Flashcards

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Sociology 101 flashcards
1
Q

1.race?
2.ethnicity?
3.ethnic minority group?

A

1.percieved biolgical or phsyical differences in groups e.g skin colour
2.cultural differences e.g food, origins, langauge
3.ethnic grps who arent the main group in the country where they reside

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2
Q

progress between ks1 and ks4
ethnic differences

A

-start of primary schl Ethnic minority lags behind white british
-ethnic m make good progress throughout primary
-expect black caribean boys progress to detriorate

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3
Q

achievement at GCSE
ethnic differences

A

-white british score= 48
-chinease - 66
-indian= 61
-carribean = 42 lower than average
-gypsy roma/ traveller= 21 and 29 lowest

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4
Q

special need schools
ethnic differences

A

-black carribean over reprsent special needs
-1.5 times more likely to be categorised as having emotional, behavioural or social difficulties as white pupils

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5
Q

exclusions from school
ethnic differences

A

black pupils more likely to be excluded than white pupils for same offence

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6
Q

setting and streaming

A

ethnic minorities (except indian and chinease) more likely to be in lower streams and sets

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7
Q

vocational ED
ethnic differences

A

-ethnic minorities more likely to do this apart from indian and chinease

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8
Q

higher ED
ethnic differences

A

-ethnic minorities were less likely to go UNI (excpet indian and chinease) but now more likely

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9
Q

whats the difference between achievement for ethnic minorities on FSM and white on FSM ?

A

-average score 49
-white british hv lowest attainment 33.2
-46.3 for black
-47 for asian pupils

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10
Q

Reasons for variations in achievement by ethnicity?

A

-pupil & teacher interactions
-sterotypical views held by teachers
-external factors e.g deprived background
-language barrier
-culturally deprived
-institutional racism
-parents expect more highly from child in some cultures

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11
Q

“they did well but not asian well”
1.which subjects were popular w indian parents and why?

A

-science based provided respect
-high status career

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12
Q

2.what kind of pressure did indian pupils face?

A

-family background
-made to feel own ambitions werent worthwhile

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13
Q

3.how did pakistani and bangali parents respond?

A

-pakistani parents gave more freedom - allowed child own choice
-bengli- more encouraging of child sp, medicine/science not rlly pushed

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14
Q

4.How was competiton strong in asian cultures?

A

-pressure to get A or A*s
-particular subjects provided honour
-had to meet parent expectations

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15
Q

5.how did gender roles tie in with pressures?

A

-females expected to get married after degree
-embarassment to family if not married
-males more freedom
-females career likely to be forgotten
-if unmarried had to respect domestic roles and family status

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16
Q

6.why can we not generalise asian experience?

A

-topics complex and findings small
-more research into diff generations needed
-achieve reprsentative findings

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17
Q

strenghts of “they did well but not asian well”

A

-elaborate on experiences
-semi structured interviews on asian doing alevel/higher ED/ GCSES
-follow up Qs
-build rapport(south asian herself)
-informed consent
-anonymous
-snowball method

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18
Q

weaknesses of “they did well but not asian well”

A

-hard to find male participants

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19
Q

What is the material deprivation explaination for ethnic minorities?

A

-half of those from pakistani and bangladeshi backgrounds lived in poverty
-a third of black carribbeans also lived in poverty
-more likely to live in poor social areas; require FSM

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20
Q

How does material deprivation impact education according to howard?

A

-pupils evaluated according to their stereotype of ideal pupil by teacher; middle class closest to ideal

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21
Q

How does material deprivation impact education according to smith and noble?

A

-poorer pupils face barriers to achieving high so grades are low

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22
Q

How does material deprivation impact education according to callendar and jackson?

A

-poverty puts off poorer pupils from applying to uni due to fear of debt
-uni is expensive

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23
Q

What did driver and ballard say about family attitudes and values?

A

-south asian parents high aspirations for kids
-want them to into medicine
-high status career

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24
Q

What did basit say about family attitudes and values?

A

-indian and pakistani families
-high value on education
-saw education as a blessing
-gave opportunity
-put effort into helping kids e.g internet, desk and quiet space

25
Q

What did archer and francis say about family attitudes and values?

A

-semi structured with british chinese
-passionately committed to provide opportunites for their kids
-time, money and energy on childrens ED
-private tuition and supplementary schooling

26
Q

cultural explanations - language

A

-MODOOD
-lack of fluency in english
-caused issues for some at schl especially when not spoken at home
-prevented sophisticated lang & academic skills

27
Q

evaluate cultural explanations - language

A

-multiple lang use is good actually
-gilborn and mirza state it doesnt prevent pupils suceeding e.g indian & chinese
-schools also provide EAL support

28
Q

cultural explanations- family structure

A

-may explain black male afro caribbean underachievement
-berthoud- single parent headed by mothers
can be turbulent and unstable
lack of male role may impact negatively on black boys

29
Q

evaluate cultural explanations- family structure

A

-study is dated
-white boys in this situ worse at school than other ethnic groups

30
Q

cultural explanations - peer culture

A

-black male youth culture based around “hyper masculinity”
-promotes immediate gratification and consumenism
-black boys imitate msgs promoted by rap e.g “get rich quick”
and being violent & disrespectful to women
- dont seep the point in ED as it doesnt provide same rewards as for rap music

31
Q

Tony sewell and peer culture

A

-50 cent - i get money “have a baby by me baby be a millionaire”
-digga d - chinga its whatever- “seen an opp right there and get chingy chingy chingy”

32
Q

evaluate sewell

A

-jasper says its blaming the victim but instead they fail due to poverty and racism
-sewell however presents it as their choice
-other ethnic grps/girls listen to it aswell
-sewell theory describes this pattern w/o explaining its origin

33
Q

what are the internal factors affecting ethnic groups?

A

-interventions (extra help sessions)
-talk more about learning
-some have anti school subculture involving silly behaviors

34
Q

what are the external factors affecting ethnic groups?

A

-less community and distanced from older men role models(young black boys)
-may begin to celebrate more black culture
-media and “bling” lifestyle promoted

35
Q

What do Gilbourn and youdell say on labelling of black students?

A

-white female teachers have lower expectations of black pupils
-give detentions- more likely
-lower sets
-getting entered for higher tier is unlikely

36
Q

What does wright say on the labelling of asian?

A

-teachers label them inferior to british culture
-assume they lack english
so not always fully included in class

37
Q

evaluate labelling of black and asian pupils explanations

A

-wrights idea contradicted my becker as ideal pupils seen to be either white or asian
-small samples are not reprsentative
-widespread racism unlikely now more likely to get fired and feel guilty
-racism is more subtle or private now

38
Q

What are the four subcultures tony sewell sugested are amongst black boys?

A

rebels, conformists, retreatists, innovators

39
Q

What is meant by the term ‘rebels’?

A

rebels= anti school and status of rough black macho stereotype(rap vids)

40
Q

What is meant by the term ‘conformists’?

A

tried to escape stereotypes by conforming to school and following the rules (biggest grp)

41
Q

What is meant by the term ‘retreatists’?

A

dropped out of school, black subculture and didnt fit in

42
Q

What is meant by ‘innovators’?

A

anti school and anti teacher but still try to get something out of school

43
Q

what did margaret fuller say

A

-she studied black pupils in year11
-they didnt accpet negative labels
-instead fought againisit it
-worked hard to prove teachers wrong
‘self futing prophecy’

44
Q

what is institutional racism?

A

-discrimination embedded into policies, procedures, practices of organisation
-built into schools unconsciously
-may be set in curriculum and school processes and policies

45
Q

what is the ethnocentric curriculum?

A

-Coard says whats taught in schools mainly reflects white culture
-black culture mainly ignored
-black ppl may view whats taught as insulting and may switch off

46
Q

What supports Coard’s idea?

A

-AQA english lit spec gcse
-only looks at 2 books from BAME ethnicity
-no black authors

47
Q

what is the black curriculum and what is it trying to achieve?

A

-aims to teach black british history all year round to 8-10 year olds
-offer perspective of black history not just slavery and windrush
-black history should be taught all year not just one month

48
Q

whats the problem with the black curriculum?

A

-only focus on black history
-not much on Indian and Chinese history

49
Q

what does sewell say about staffing?

A

-lack of positive ethnic minority role models in school causing black boys underachievement

50
Q

what is lewis hamilton scheme to do with staffing?

A

-boost recruitment black teachers in STEM subjects
-recruit 150 STEM teachers to work in disadvantaged communities
-they found 46% of schools have no racial diversity

51
Q

evaluate ethnicity and education?

A
  • ethnic minorities wont experience the same in all schools
    -some multi cultural areas of london
    -white british may be minority in some areas
    -theres little mention on middle east, mixed and south america
    -its not only white teachers to label students negatively, asian teachers also can.
52
Q

key ideas around white working class underachievement?

A

-only 10% white working class go uni more likely to go prison or end up as addict
-industry declined in some uk areas so some children watched parents grow w no job - welfare dependancy culture
-some feel pressure to leave schl and get jobs dont apply for UNI.

53
Q

what is racism/racial prejudice?

A

-act discriminatory towards a group due to their race/ ethnicity

54
Q

what is institutional racism?

A

-policies, principles and procedures of an organisation discriminate against certain grps (often unintentionally)

55
Q

what is external factors?

A

-factors out of ED system e.g language, attitudes and values, family structure and material factors.

56
Q

what is internal factors?

A

-factors in school e.g labeling, racism, pupil subcultures and ethnocentric curriculum

57
Q

what is ethnocentric curriculum?

A

-focused on culture and achievements of one particular ethnic group and disregards the others

58
Q

what is multicultural ED?

A

-recognizes diversity of cultures and teaches about them as well as the main culture in society

Sociology (98 decks)

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