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Sociology > Education: Topic 3- Ethnic differences in achievement > Flashcards

Education: Topic 3- Ethnic differences in achievement Flashcards

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Sociology 101 flashcards
1
Q

Cultural deprivation

What are the external factors affect ethnic differences in achievement?

A
  • Language
  • Attitudes and values
  • Family structure and parental support
  • Sewell: Fathers, gangs and culture
  • Asian families
  • White W/C families
  • Compensatory education
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2
Q

External: Cultural deptivation

What does Bereiter & Engelmann argue about language?

A

The language spoken by W/C Black Americans is inadequate for success and ungrammtical and disjointed.

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3
Q

External: Cultural deptivation

What does Archer argue about attitude & values?

A

Found that BAME students identified racism rather than low aspirations as a barrier to achieveing goals

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4
Q

External: Cultural deptivation

What does Moynihan argue about family structure?

A

Black lone families deprive their children due to struggling financially. They also:
* Have less income
* Lack of role model for male achievement

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5
Q

External: Cultural deptivation

How does Driver criticise Moynihan’s argument about family structures?

A

Lone mother families provides black girls with a strong independent role model, leading to them doing better than boys

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6
Q

External: Cultural deptivation

What does Sewell argue about fathers, gangs and culture?

A

Abscence of fathers results in a lack of fatherly nurturing for black boys so they have behavioural difficulties. This can result in them finding a father figure in gangs.

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7
Q

External: Cultural deptivation

What is a criticism of Sewells: fathers, gangs and culture?

A

Sewell is accused of downplaying the impact of racism. Institutional racism produces many failures for black boys

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8
Q

External: Cultural deptivation

What does Lupton argue about Asian families?

A

Adult authority in asian families model schools, making asian pupils respct older people and be submissive

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9
Q

External: Cultural deptivation

What is a criticism for Luptons argument about asian families?

A

She’s over-generalising ‘Asian success’. There are differences between different Asian ethnic groups. E.g. Bangladeshi’s achieve high whilsts Indians achieve low

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10
Q

External: Cultural deptivation

What does McCulloch argue about White W/C families? What was their study?

A

White W/C pupils often underachoeve and have lower aspirations.
* He did a survey of 16000 pupils
* Found that ethnic groups aspire to go to uni more than white W/C as they lack parental support

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11
Q

External: Cultural deptivation

How does compensatory education help with BAME success?

A

The aiming high scheme focused on increasing BAME pupils in higher education by ‘fixing’ individuals low aspirations.

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12
Q

External: Cultural deptivation

What are some criticisms of the cultural deprivation theory?

A
  • Victim blaming: BAME pupils underachieve due to the school system being ethnocentric
  • Material deprivation has more of an impact
  • Labelling theorists: The cause in defference is due to racial stereotypes, resulting in self-fulfilling prophecies
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13
Q

External: Material deprivation

What material factors lead to a difference in educational success?

A
  • Many BAME families live in economically deprived areas with high unemployment and low wages
  • A lack of language skills can affect those who are refugees.
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14
Q

External: Material deprivation

What does Palmer argue about material deprivation?

A
  • BAME are 2x more likely to be unemployed
  • BAME are 3x more likely to be homeless
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15
Q

External: Material deprivation

What is a criticism of the material deprivation theory?

A

Though Chinese pupils are materially deprived, they still do better than most. 86% of Chinese girls with free school meals recieved a 5 or higher in GCSE’s compared to 65% white girls not recieving FSM.

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16
Q

External: Material deprivation

What does Wood et al argue about racism in wider society?

A

Racism in wider society affects BAME parents level of employment and pay.
* They sent job applications to 1000 companies
* 1/16 Minorities were accepted
* 1/9 white people were accepted

17
Q

Internal: Labelling, identities and responses

What are the internal factors that affect ethnic differences in achievement?

A
  • Labelling and teacher racism
  • Pupil identites
  • Pupil responses and subcultures
18
Q

Internal: Labelling & teacher racism

What does Gillborn & Youdell argue about black pupils and streaming?

A
  • Teachers focus on those likely to succeed and were closer to the ‘ideal’ pupil
  • Negative stereotypes of black and Asian pupils leads to teachers to treat pupils from ethnic backgrounds differently, resulting in their failure.
19
Q

Internal: Labelling & teacher racism: Black pupils and discipline

What does Gillborn and Youdell argue about black pupils & discipline?

A

Found teachers were quicker to discipline black pupils more than others for the same behaviours.

20
Q

Internal: Labelling, identities and responses: Black pupils & streaming

What does Gillborn and Youdell argue about black pupils and streaming?

A

They found that in the ‘A-C econmony’ teachers focused on students they belived woulf pass. Negative stereotypes of black pupils ability led to them placed in lower sets.

21
Q

Internal: Labelling & teacher racism

What does Wright argue about asian pupils?

A

Found teachers held ethnocentric views which assumed asians had a poor grasp of English and left them out. They were marginalised and prevented from participating fully.

22
Q

Internal: Pupil identities

What did Archer argue about pupil identities?

A

Argues teachers discourse defines BAME pupils as lacking identity to ideal pupils, Leading to labelling. There are 3 different types:
* Ideal pupil- White, M/C, hetero
* Pathologised pupil: Asian, feminised identity, oppressed sexuality
* Demonised pupil: White/Black W/C, hyper-sexualised identity

23
Q

Internal: Pupil identities

What did Archer argue about chinese pupils?

A

Found teachers viewed chinese pupils as successing the ‘wrong’ way, which caused a negative positive stereotype. Their achievement is seen as an ‘over-achievement’ since a ‘proper’ achievment is from an ideal pupil.

24
Q

Internal: Pupil responses & subcultures

What does Fuller & Mac an Ghaill argue about rejecting negative labels?

A
  • They looked into black girls in Yr11 comprehensive schools
  • Girls usually in high sets but black girls in low sets
  • Black girls instead made freibds with other black girls in lower sets
  • They worked conscientiously but showed a deliberate lack of concern for school
25
Q

Internal: Pupil responses & subcultures

What does Mirza argue about the failed strategies to avoid racism?

A

Found racist teachers discouraged black pupils through their advice about career and option choices. These teachers held racist attitudes. There are 3 types of teachers:
* Colour blind: All pupils are equal but dont challenge racism
* Liberal chaunvinicts: Have low expectations due to stereotypes
* Overt racists: Actively discriminate against black pupils

26
Q

Internal: Pupil responses & subcultures

What does Sewell argue about variety of boys responses?

A

He argues that boys response can affect their achievement. There are 4 boy responses:
* Rebels: anti-school, reject school rules
* Conformists: Keen to succeed, accept schools goals
* Retreatists: Disconnected from school subcultures, are isolated
* Innovators: Pro-education but anti-school, only conformed to school work

27
Q

Internal: Labelling, identities and responses

What is a criticism to the labelling and pupil responses theory?

A

Its not just teachers prejudice but its the whole education system. Publishing league tables creates an A-C economy leads to black and W/C pupils to be placed in lower streams and in lower-tier exams

28
Q

Institutional racism

What internal factors affect the ethnic differences in achievement?

A
  • Critical race theory
  • Marketisation
  • The ethnocentric curriculum
  • Assessment
  • Access to opportunities
  • The ‘new IQism’
29
Q

Internal: Institutional

What is the critical race theory?

A

Sees racism as something ingrained into society, involving intentional actions and institutional racism.

30
Q

Internal: Institutional: Critical race theory

What does Gillborn argue locked-in inequality?

A

He sees ethnic inequality as ‘so deep rooted’ that its an inevitable feature of the education system

31
Q

Internal: Institutional

What does Gillborn argue about marketisation & segregation?

A

Marketistion gives schools more scope to select pupils which is influenced by negative stereotypes allowing that to infleunce decisions about school admissions.

32
Q

Internal: Institutional

What does Ball argue about the ethnocentric curriculum?

A

National curriculum ignores ethnic diversity, like music, history, languages. Resulting in BAME pupils to become uninterested in what they’re learning

33
Q

Internal: Institutional

What does Gillborn argue about assessment?

A
  • ‘Assessment game’ is rigged to validate superior cultures
  • Before, black pupils succeeded the baseline test, which was a written exam
  • Then began failing when it changed to FSP, which is based on teachers judgements.
34
Q

Internal: Institutional

What does Gillborn argue about access to opportunites?

A
  • It introduced the ‘gifted and talented’ programme to benefit bright pupils from ethnic groups
  • Stats show white pupils are 8x more likely to be in programmes compared to black Carribeans
35
Q

Internal: Institutional

What does Gillborn argue about the new ‘IQism’?

A
  • Access to opportunities relies on teacher assessments of pupils abilities. Teachers always put black pupils in low ranked groups
  • Teachers and policymakers make false assumptions about pupils ability or potential
  • They see potential as a fixed quality that can be measured but rarely changed
36
Q

Internal: Institutional

What are some criticisms of Gillborn?

A
  • Model students like indian, chinese pupils overachieve compared to other races
  • Sewell argues that external factors like nurturing fathers role has a big impact aswell

Sociology (40 decks)

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