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Sociology > Education - Ethnicity > Flashcards

Education - Ethnicity Flashcards

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Sociology 101 flashcards
1
Q

Which ethnicity perfomed the best at GCSEs?

A

Chinese

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2
Q

Which ethnicity performed the worst at GCSEs?

A

Romas/Travellers

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3
Q

What did Bereiter and Engelmann conclude about low-income black American families’ speech?

A

They spoke in an ungrammatical, disjointed way, which meant they were unable to express abstract ideas

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4
Q

What to Gillborn and Mirza argue about Indian pupils?

A

That they do very well in education despite not having English as the main language spoken at home.

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5
Q

What did Platt and Parsons (2018) find out in their study?

A
  • Studied 7-14 year olds, both white and ethnic minorities
  • Found out that ethnic minorities had higher career aspirations
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6
Q

What did Moynihan propose?

A
  • As many black families have a lone mother, their children are deprived of adequate care as they stuggle financially
  • The absence of a male role model impacts boys
  • There is a cultural deprivation cycle, wherein the children fail in education and become inadequate parents themselves
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7
Q

What did Driver argue?

A
  • Criticised Moynihan for ignoring the positive effects of black family structures
  • The strong independent role model inspires girls
  • Argues that is why black girls outperform black boys
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8
Q

What does Tony Sewell believe?
(2009)

A
  • Absent fathers lead to inadequate socialisation of young black boys
  • They lack ‘tough love’
  • They seek out street gangs to gain their emotional needs
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9
Q

What is argued as the greatest barrier to black success in schools?

A

Anti-educational peer pressure

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10
Q

What does Sewell say about Asian families?

A
  • They have a strong work ethic
  • Place high value on education
  • Supportive
  • Teach children to be respectul of adults, which passes onto teachers
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11
Q

What did McCulloch find out?

A

Ethnic minority children are more likely to aspire to go to university than white British pupils

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12
Q

What did Lupton find out about behaviour?

A
  • Interviewed teachers in 4 different schools
  • White w/c boys were the most poorly behaved
  • Although, fewer white w/c boys were on FSM than ethnic minorities
  • Teachers blamed their behaviour on poor parental support and negative views of education
  • Meanwhile, ethnic minorities saw education as a way up in society
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13
Q

What did Evans (2006) argue about street culture?

A
  • Street culture in white w/c areas is brutal
  • The skills they learn go against the school system
  • Intimidation and having a tough persona was important
  • Lead to disruption and a higher chance of failure in school
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14
Q

What does Keddie say about culture?

A
  • The education system favours white culture
  • Ethnocentric
  • She wishes to introduce multicultural education and anti-racist education
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15
Q

How many children from ethnic minority backgrounds are in low-income households?

A

Almost 1/2
(In comparison to 1/4 white)

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16
Q

What kind of areas do most ethnic minorities live in?

A

Economically depressed areas with high unemployment and low wage rates

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17
Q

What happens to asylum seekers?

A

They may not be allowed to work

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18
Q

What was Wood’s (2010) study?

A
  • Sent 3 closely matched job applications to almost 1,000 vacancies
  • 2 ethnic names, 1 white name
  • 1/16 minority were offered an interview
  • 1/9 white were offered an interview
19
Q

What did Wood’s study conclude?

A

Minorities were more likely to face unemployment and low pay, which impacts their children’s educational success

20
Q

What did Gillborn and Mirza (2000) find out about black children?

A

Black children where the highest achievers upon entering primary school but were the worst performing group by the end of secondary school, 21% below the average

21
Q

What did Strans (2010) find out?

A
  • Analysed 530,000 7-11 year olds
  • Concluded many black pupils fall behind after starting school
  • Black Caribbean boys not on FSM made significantly less progress than their white peers
22
Q

How are black pupils labelled?

A

Disruptive and agressive

23
Q

How are Asian pupils labelled?

A

Passive and unengaged

24
Q

What did Gillborn and Youdell (2000) find out about discipline?

A
  • Teachers were quicker to discipline black students for the same behaviour as white students
  • They misinterpreted their behaviour as threatening or challening their authority
  • Their abilities were underestimated and were negatively targeted
  • This stems from racial stereotypes and prejudgement
25
Q

What did Foster (1990) say about streaming?

A

Teachers low expectations and assumptions of black pupils’ behaviour lead to them often being placed in lower streams, which can then lead to underachievement due to the self-fulfilling prophecy

26
Q

What does Wright (1992) say about Asian students?

A
  • As they were assumed to have a poor grasp of English, they were left out of class disscussions
  • They were not pushed with challening work
  • They felt isolated due to their culture being disapproved and their names being mispronounced
  • Often ignored
27
Q

What did Archer (2008) say about identities?

A

Teachers hold stereotypical ethnic identities:
Pathologised pupil identity
Demonised pupil identity
Ideal pupil identity

28
Q

What is the Pathologised pupil identity?

A
  • Asian
  • Femininsed identity
  • Asexual
  • Seen as conformist
  • Harder worker
  • Over-achiever
29
Q

What is the Demonised pupil identity?

A
  • White or Black
  • Working-class
  • Hyper-sexualised
  • Seen as unintelligent
  • Peer-led
  • Culturally deprived
  • Underachiever
30
Q

What is the Ideal pupil identity?

A
  • White
  • Middle-class
  • Masculine
  • Heterosexual
  • Achieving through natural ability
31
Q

What did Fuller’s study find out?

A
  • Studed 11 black girls in a comprehensive school
  • High achievers, in high streams
  • Labelled negatively by teachers
  • Channeled their anger into educational success
  • Saw the teachers as racist
  • Didn’t seek approval from the school
  • Maintained status within peer groups but kept educational success too
32
Q

What did Fuller’s study prove?

A

1) Pupils can still succeed without conforming
2) Negative labels do not always result in failure

33
Q

What did Mirza’s (1992) study show?

A
  • Followed 62 black girls who were trying to mitigate the effects of negative labelling
  • They got on with their work and chose subjects to avoid racist teachers
  • The self-limiting of options resulted in disadvantages
34
Q

What is a ‘colour blind’ teacher?

Mirza (1992)

A

Teachers who believe all pupils are equal but let racism go unchallenged

35
Q

What is a ‘liberal chauvinist’ teacher?

Mirza (1992)

A

Teacher who believe black pupils are culturally deprived and have low expectations of them

36
Q

What is a ‘overt racist’ teacher?

Mirza (1992)

A

Teachers who believe black pupils are inferior and actively discriminate against them

37
Q

What groups of black pupils did Sewell discover?

A

The Conformists (keen to succeed)
The Innovators (pro-education but anti-school)
The Rebels (anti-authority, anti-school)
The Retreatists (disconnected from school)

38
Q

What is individual racism?

A

Results from the prejudiced views of individual teachers + others

39
Q

What is institutional racism?

A

Discrimination that is built into the way institutions such as schools + colleges operate

40
Q

How is the Windrush Scandal an example of institutional racism?

A

A change in the legal system led to black Caribbean people suddenly being classed as illegal immigrants as they didn’t have the right documentation

41
Q

What does Gillborn (2008) think instituational racism is manifested by?

A
  • Marketisation and Segregation
  • Ethnocentric curriculum
  • Assessment policies
  • Access to opportunities
42
Q

What does Gillborn say about Marketisation and Segregation?

A

As schools are allowed to be selective about who they take in, this allows for discrimination against minority groups

43
Q

What did Moore and Davenport (1990) find to support Marketisation and Segregation?

A
  • US selection proceedures lead to racial segregation as minority pupils fail to get into better secondary schools
  • Primary schools reports were used to screen out pupils with language difficulties
  • Application forms were purposefully made hard for non-English speaking parents to fill out
44
Q

What was discovered in the Commission for Racial Equality (1993)?

A
  • Reports from primary schools stereotype minority pupils
  • Racist bias in interviews for school places
  • Lack of application forms in minority languages
  • Minortiy ethnic parents are often unaware of how the waiting list system works and the importance of deadlines

Sociology (10 decks)

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