Education- Topic 3 (Paper1)

Question 1

Define the term ethnic group

Answer 1

People who share common history, customs and identity and in most cases share religion, language and see themselves as a distinct unit.

Question 2

Summaries some of the class and gender differences in achievement within and between ethnic groups

Answer 2

Whites and Asians on average do better than blacks.
Amount all groups except gypsy/Roma and traveller children girls do better than boys.
Middle-Class children do better than working class children within each ethnic group.
White children’s achievements are very close to national average.

Question 3

Summaries the impact of intellectual and linguistic skills on educational achievement.

Answer 3

Major cause of underachievement for many minority children, low income, black families lack intellectual stimulation and enriching experiences.
Language spoken by law- income black American families seen as inadequate for education success ungrammatical disjointed of expressing abstract ideas.

Question 4

Summaries the impact of attitudes and values on educational achievement.

Answer 4

Lack of motivation major cause of failure of many black children some black children socialised into a subculture that instil a fatalistic “live for today” attitude immediate gratification not value education leaving them unequipped for success

Question 5

Summarise the impact of family structure and parental support on educational achievement

Answer 5

Daniel Mogninan- many black families are headed by a care mother their children are deprived of adequate care working and financially struggling due to absence of a male breadwinner. Boys also lack a role model of male achievement.
Ken Pryce- Asians are more resistant to racism in contrast to black Caribbeans.

Question 6

Summarise yeh impact of Sewell on educational achievement

Answer 6

Toryswell- not the absence of that leads to black vote underachieving but the lack of a fatherly nurturing or ‘tough love’ ‘fair discipline’ meaning they find it hard to over come emotional and behavioural difficulties street gangs of other fatherless boys offer ‘perverse loyalty and love.’ Gullborn arhues that it’s not peer pressure fork gangs that causes underachievement but institutional racism within the educational system.

Question 7

Summaries the impact of Asian families on educational achievement.

Answer 7

Swell- Indian and Chinese pupils benefit from their families support that have an Asian work ethnic and place a night value on education.
Lupton- adult authority in Asian families is similar to discipline in schools, respect towards adults who expected.

Question 8

Summaries the impact of white working class families on educational achievement

Answer 8

White working class pupils often underachieve and have liver aspirations.
Lupton- teachers reported poorer levels of discipline and behaviour in white working class schools.

Question 9

Summarises the impact of compensatory education on educational achievement.

Answer 9

Used to tackle cultural deprivation, operation head start (USA) compensate children who are deprived at home.

Question 10

Intellectual and linguistic skills

Answer 10

Lack of intellectual simulation leaves pupils poorly equipped for school as they haven’t developed reasoning and problem solving skills, language spoken at home also impact education achievement.

Question 11

Attitudes and values

Answer 11

Motivation and value of education, families and group that place a high value on educations often results in high achievements from pupils

Question 12

Family structure and parental support

Answer 12

Failure to socialise children adequately result of disfunctional family structure- 1 latent families. Lack of educational support etc.

Question 13

Tough love

Answer 13

Form, fair, reaspectful and non abusive discipline.

Question 14

Preserve loyalty and love

Answer 14

Media- inspired role models. Love offered by street fans of fartherless caucus boys

Question 15

Peer pressure

Answer 15

Pressure from other black boys. Speaking standard English doing well in school was viewed with susptiton and seen as ‘selling out’ 58 the white establishment.

Question 16

White working class pupils

Answer 16

Restrictice speech code. Parents are working long hours. Struggle to support children with education “live for today” attitude.

Question 17

Indian pupils

Answer 17

Family places high value on education similar discipline to use in schools.

Question 18

Black pupils

Answer 18

Most are headed by a lone mother, financially struggling king working hours language used by black American’s seen inadequate for educational success.

Question 19

Chinese pupils

Answer 19

Family places high value on education, may have language barriers

Question 20

3 criticisms of cultural deprivation theory

Answer 20

Geoffrey driver 1977- ignore the positive effects of ethnicity on achievement.
Errol Lawrence 1982- black pupils fail because their culture is weak, they lack self-esteem.
Keddie sees cultural deprivation as victim-blaming.

Question 21

Multicultural education

Answer 21

A policy that recognises and values minority cultures and includes them in the curriculum.

Question 22

Anti-racist education

Answer 22

A policy that challenges the prejudice and do that exists in schools and wider society

Question 23

4 reason why ethnic minority pupils are more likely to suffer material deprivation.

Answer 23

Black families are seen to live in deprived areas.
Loan patent families.
Racism in the work force so less likely for parents to get job.
Communication barrier.

Question 24

What evidence is there that ethnicity may sometimes be more important than class in pupils achievement?

Answer 24

Indian and Chinese pupils.

Question 25

How does racism lead to social exclusion in housing?

Answer 25

Seen as less important for house bidding

Question 26

How does racism lead to social exclusion in employment ?

Answer 26

Racism- less likely to get job

Question 27

How does Gillborn and Mirza’s study challenge cultural deprivation theory?

Answer 27

Cultural deprivation doesn’t cause educational underachievement black children were 20% points above local average finish high school, 21% points below the local average

Question 28

How does labelling and teacher racism, affect educational achievement?

Answer 28

They are placed in lower sets, meaning there is a limit on how well they do. 

Question 29

How does black pupils and discipline affect educational achievement?

Answer 29

This means they will be in less classes which will affect their educational achievement

Question 30

How does black pupils and streaming affect educational achievement?

Answer 30

Negative stereotypes about their ability which means they are put in lower groups, so are likely to not achieve highly.

Question 31

How does Asian pupils affect educational achievement?

Answer 31

Teachers, assume poor grasps of English, left them out of class discussions and childish language when speaking to them

Question 32

How does pupil identity affect educational achievement?

Answer 32

This can affect the pupils worth as they may feed as they are automatically, put into a group

Question 33

How does Chinese pupils affect educational achievement?

Answer 33

Behaviour may be poor as the stereotypes given

Question 34

How does pupil response and subcultures affect educational achievement?

Answer 34

They achieved highly and succeeded as they ignored teachers stereotypes. Negative labelling doesn’t always lead to failure- Mac an Ghaill

Question 35

How does Miriam affect educational achievement?

Answer 35

They are discouraging black peoples from their own education.
Low expectations of black pupils.

Question 36

How does Sewell affect educational achievement?

Answer 36

Distract.
Miss school will lead to pupils falling behind.
They won’t succeed as much as you would, if you were in a lesson.

Question 37

2 criticisms of labelling theory.

Answer 37

Once labelled, the pupil automatically falls victim to the self-fulfilling prophecy
Danger of seeing the stereotypes has imply the product of individual teachers prejudices

Question 38

Individual racism

Answer 38

That result from the prejudiced views of an individual teachers and others. 

Question 39

Institutional racism

Answer 39

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

Question 40

Locked in inequality

Answer 40

Institutional racism. The scale of historical the discrimination is so large that there no longer needs to be any conscious intent to discriminate.

Question 41

Marketisation and segregation

Answer 41

Give schools more scope to select pupils, it allows negative stereotypes to influence decisions about school admissions

Question 42

The ethnocentric curriculum

Answer 42

Languages literature and music- Troyna and Williams note the meagre provision for teaching attitudes or policy that gives priority to the culture and viewpoint of one particular ethnic group while discarding others.

Question 43

Assessment

Answer 43

Gillborn says the assessment game is rigged to ensure that white students look like they are succeeding more than black students.

Question 44

Access to opportunities

Answer 44

Gillborn- white children are over twice as likely as black Caribbean children to be identified as gifted and talented and 5 times more likely than black African children.
Tikly et al- black students were more likely to be put in a lower stream.

Question 45

The ‘new IQism’

Answer 45

Gillborn- argues that teachers and policy makes false assumptions about the nature of pupil’s ability and potential.

Question 46

How does Sewell criticise Gillborns view?

Answer 46

You can’t assume it’s just the teachers or assessments we have to look at the outside factors

Question 47

How has the achievement of model minorities been used to criticise Gilborn?

Answer 47

Refers to the ethnic groups that perform better than the white minority. For example, Indian and Chinese

Question 48

In Gillborns view, how do you model minority is conceal institutional racism? 

Answer 48

It makes the system appear fair and meritocratic
It justifies the failure of other minorities
It ignores the fact of racism in schools.

Question 49

What does Connolly mean by ‘interactions effect’?

Answer 49

Suggest class and gender interact differently with ethnicity droning on what ethnic group is being looked at.

Question 50

Examples on how the interactions affects tunic differences in achievement

Answer 50

Black boys- distruptive and underachievers
Asian boys - passive, conformist, keen, academic, vulnerable, and feminine in need of protection