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Sociology - Education + class, ethnicity, theory and methods > EDUCATION: Ethnicity and education - External factors (General + Cultural Deprivation) > Flashcards

EDUCATION: Ethnicity and education - External factors (General + Cultural Deprivation) Flashcards

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Sociology 101 flashcards
1
Q

How do Lawson and Garrod define ‘ethnic groups’

A

People who share common history, customs and identity, as well as language and religion in some cases

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2
Q
  • Statistics
    National pupil database of the % of pupils achieving 5 or more GCSE grades A* - C
  • Highest achievers, what % did each have
  • Middle achievers, what %
  • Middle lowest achievers, what %
  • Lowest achievers, what %
A

Highest: Chinese and Indian, 80%
Middle: Bengali, White British, Black African, 60%
Middle lowest: Pakistani, Black Caribbean, just over 50%
Lowest: Gypsy / Roma, about 15%

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3
Q

What are the 3 external factors for ethnic differences in educational achievement

A
  • Cultural deprivation
  • Material deprivation
  • Racism in wider society
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4
Q

1) CULT. DEPRIVATION

- What are the 3 main aspects of cultural deprivation

A

a - Intellectual and linguistic skills
b - Attitude and values
c - Family structure

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5
Q

1) CULT. DEPRIVATION
a - Intellectual and linguistic skills

  • Bertier and Engelmann
A

BERTIER AND ENGELMANN: Argue Black American families’ language is ungrammatical and incapable of expressing abstract ideas = inadequate educational success

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6
Q

1) CULT. DEPRIVATION
a - Intellectual and linguistic skills

  • Why is there concern for children who do not speak English (statistics)
  • What sociologists can counter this?
A
  • They’ll be held back educationally - in 2010 native English speaking pupils were only 3.2 points ahead of foreign englishers in passing GCSES

GILLBORN AND MIRZA: Note Indian pupils do very well despite not having English as their home language

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7
Q

1) CULT. DEPRIVATION
c - Family structure and parental support

  • Burgess and wilson - why there are lower numbers of white children in university
A

BURGESS + WILSON: Among Indian, Pakistani, Bengali, black Caribbean and black African families, over 90% of parents want their child to stay in school at 16 compared to 77% of white families

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8
Q

1) CULT. DEPRIVATION
a - Intellectual and linguistic skills

  • Bowker
A

BOWKER: Their lack of standard English is a major barrier to their progress education and integration into wider society

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9
Q

1) CULT. DEPRIVATION
a - Intellectual and linguistic skills

  • Crozier
A

CROZIER: Pakistani and Bengali parents ‘kept their distance’ from schools as they lacked confidence in their use of English and there were no translators to help them

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10
Q

1) CULT. DEPRIVATION
a - Intellectual and linguistic skills

  • BAME families
A

BAME families: lack stimulating and enriching experiences that would help them in their educational achievement

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11
Q

1) CULT. DEPRIVATION
c - Family structure and parental support

  • The Swann report
A

SWANN REPORT: Suggested the more tight knit asian family structure and few single mothers compared to typical African Caribbean one = higher attainment in Asian pupils

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12
Q

1) CULT. DEPRIVATION
c - Family structure and parental support

  • Moynihan - What did he conclude from this*
A

MOYNIHAN: Majority of Black mothers are single = financial struggles = deprivation for children of adequate care

  • Fathers absence = boys lack a male role model for achievement in education
    • Sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school becoming more inadequate themselves
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13
Q

1) CULT. DEPRIVATION
c - Family structure and parental support

  • Strand
A

STRAND: From the 2004 longitudinal study o found people found Indian pupils are the ethnic group most likely to complete hw 5 evenings a week and where parents are most likely to know where their child is when they’re out

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14
Q

1) CULT. DEPRIVATION
c - Family structure and parental support

  • Francis and Archer
A

FRANCIS + ARCHER: High value placed on education by parents with a strong cultural tradition of respect for elders
- high educational aspiration transits from parents to children and students gain a positive self-esteem

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15
Q

1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation

What is it that children who achieve well do?
What children don’t achieve well, and why?

A

WELL - ACHIEVERS: Are socialised into mainstream culture = ambition, competitiveness and willingness to make sacrifices necessary for long - term ambitions (deferred gratification)

POOR - ACHIEVERS: Some Black children are socialised into a fatalistic subculture - live for today - and doesn’t equip them for educational success

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16
Q

1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation

Asian families

  • attitude to education
  • parents support?
  • experience of colonialism
  • LUPTON
  • What struggles do they face nonetheless
A
  • Positive attitude to education
  • High aspirations and supportive parents
  • Perhaps not as devastating an experience of colonialism compared to Black people
  • LUPTON: Respectful attitude towards parents - helps the school environment with teachers
  • But, stress and anxiety are caused by high expectations; controlling attitude towards girls
17
Q

1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation

Asian families

  • Baggaley + Hussain (2007)
  • Bengali and Pakistani women
  • Contrast to Indian students
A

BAGGALEY + HUSSAIN: Found aspirations for higher education for Pakistani and Bengali women were complicated by cultural pressured

  • had to negotiate decisions based around marriage and expectations of parents
  • Many Muslim students thus studied at a local uni to placate their parents’ concerns about morality (being in the company of men and their family honour)
  • Indian students had the option of leaving home - Indian women often spoke of natural progression into HE that was assumed by both their parents and their schools
18
Q

1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation

Black families

  • Uni
  • Why? (Also applies to Asian)
A
  • Aspired to attend uni more than White children

WHY: Saw it as a way out of their poverty state and a ‘way up’ in education

19
Q

1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation

White families

  • Street culture
  • What % of poor white British boys gained a 5(+) A* - C in GCSE
A
  • Brutal white WC street culture which may spill into school, causing disruption - Subcultures gangs
  • Research by CSJ - only 26% obtained 5(+) A* - C in GCSE

Sociology - Education + class, ethnicity, theory and methods (32 decks)

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