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Sociology mock > Educational Achievement - 3.2 (Ethnic Differences) > Flashcards

Educational Achievement - 3.2 (Ethnic Differences) Flashcards

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1
Q

3 Reasons why Certain Ethnic Groups Underachieve

A

> Language
Family Structure
Attitudes and Values

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2
Q

Why is Language a reason Certain Ethnic Groups Underachieve?

A

Many say BAME lack stimulation & linguistic development through their socialisation.

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3
Q

Who are Language Deprivation Theorists

A

> Bereiter and Engelmann (Language of Low-Income Blacks)
Bowker
Gilbourn & Mirza (Indian Kids)

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4
Q

Bereiter and Engelmann on Langauge of low-income black families?

A
  • Language of low-income black-american families is inadequate for educational success.
  • It’s ungrammatical, disjointed and unable of expressing abstract ideas.
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5
Q

What is Bowker’s view on how Language affects Educational Achievement?

A
  • Lack of Standard English creates huge barrier to UK education.
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6
Q

How do Gilbourn & Mirza outline that concern some kids don’t speak English at home may be held back is a myth?

A

state Indian kids do well even without English as a 1st language.

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7
Q

How do findings in 2010 support idea concern some kids don’t speak English at home may be held back is a myth?

A

In 2010 those without English as 1st Language were only 3.2 points ahead those without English as a 1st language, in terms of getting 5+ GCSES.

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8
Q

A03 Criticisms of Language Deprivation Theorists

A

> Bollard and Driver

> Swann Report

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9
Q

Explain Bollard and Driver view in relation to Criticisms of Language Theorists

A

Language problems cease to be problem by

age of 16.

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10
Q

Explain findings of Swann Report in relation to Criticisms of Language Theorists

A

found language differences had little impact on achievement.

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11
Q

What do Attiudes and Values theorists state is cause of BAME underachievement

A

CDT say subculture BAME are socialised is fatalistic and focused on immediate gratification, resulting in lack of motivation to succeed.

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12
Q

A03 Criticisms of Attitudes and Values Theorists

A

> Connor

> Sewell

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13
Q

Explain how Connor criticises views of Attiudes and Values Theorists?

A

Found BAME placed higher value on education than white.

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14
Q

Explain how Sewell criticises views of Attiudes and Values Theorists?

A

Only minority of black boys were ASS.

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15
Q

Family Structure/Support impact on Black Pupils Sociologists

A

> Moynihan (Absence of Male Role Model)

> Murray (Problem with LPF)

> Scruton

> Pryce (Resistance to Racism)

> Sewell (Lack of Fatherly Nurturing and Gangs)

> Arnot and Sewell (Rap and MTV videos)

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16
Q

Explain Moynihan’s view in relation why Blacks underachieve?

A
  • Absence of male role model, in female headed black LPF, produces inaqdequately socialised kids who fail at skl.
  • And become inadequate parents themselves perpetuating culture of poverty.
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17
Q

Explain Scruton view in relation why Blacks underachieve?

A

Low achievement due to blacks failing to embrace British culture.

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18
Q

Explain Murray’s view in relation why Blacks underachieve?

A

Afro-Caribbean LPF is to blame and lack of male role-models means mums struggle to socialise kids well.

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19
Q

Explain Pryce’s view in relation why Blacks underachieve?

A
  • Asian Culture more cohesive than black culture & are more resistant to racism, but blacks aren’t.
  • Due to the devasting impact of slavery means blacks lost religion, culture and heritage - leading to low self-esteem.
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20
Q

Explain Sewell’s view in relation why Blacks underachieve?

A
  • Disagrees with Murray, arguing lack of fatherly nurturing leads to black boys underachieving.
  • Gangs offer them perverse loyalty and love presenting boys with media-inspired role of anti-school black masculinity.
  • Academically successful black boys felt biggest barrier to success was pressure, doing well at school was seen as selling out.
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21
Q

Explain Arnot & Sewell’s view in relation why Blacks underachieve?

A
  • Medias created negative antischool role model for black pupils in e.g. Ultra-Tough Ghetto Superstar through rap & MTV videos.
  • Black students do worse than Asian peers, as whilst 1 group is nurtured by MTV, other is clocking up educational hours.
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22
Q

A03 Criticisms of Family Structure/Support impact on Black Pupils Sociologists

A 
> Gilbourn (Sewell)
> Lawrence (Pryce)
> Driver (Murray)
> Keddie
> Ball
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23
Q

Keddie on Criticisms of Family Structure Theorists

A
  • BAME kids are culturally different not deprived.

- Fail due to ethnocentric curriculum being in favour of the Whites.

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24
Q

How does Driver criticise Murray’s view on why Blacks underachieve?

A

Black families not dysfunctional, provides girls with positive role models of strong independent women, so do better in education.

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25
Q

Ball on Criticisms of Family Structure Theorists

A

Argues BAME fail as parents less aware of to manipulate system, so it’s rather due to cultural exclusions.

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26
Q

How does Lawerence criticise Pryce’s view on why Blacks underachieve?

A

Blacks fail due to racism, rather than low-self esteem.

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27
Q

How does Gilbourn criticise Sewell view on why Blacks underachieve?

A

Not peer pressure, but Institutional Racism in education producing failure of large NO of Black Boys.

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28
Q

Family Structure/Support impact on Asian Pupils Sociologists

A

> Sewell (Asian Work Ethic)
Lupton (Adult Authority)
Driver & Ballard (Asian Family Pro-School Attitudes)

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29
Q

Explain Sewell’s view in relation to why Asian Pupils have higher achievement?

A

Indian and Chinese pupils benefit from supportive families who have an ‘Asian work ethic’ placing high value on education.

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30
Q

Explain Lupton’s view in relation to why Asian Pupils have higher achievement?

A
  • Adult authority in Asian families simillar to that in schools.
  • So parents more likely to support school behaviour policies.
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31
Q

Explain Driver and Ballard’s view in relation to why Asian Pupils have higher achievement?

A
  • Asian families have more ‘Pro-School’ attitude than blacks.
  • Asian families rarely LPF so offer bigger support network for children.
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32
Q

Why are CDT against Compensatory Education?

A

Imposes dominant White MC culture on BAME who already have own culture.

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33
Q

Family Structure/Support impact on White Pupils Sociologists

A

> Lupton (White Pupil Bad Behaviour)

> Evans (Street-Culture)

> McCulloch (Uni Aspirations)

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34
Q

Lupton’s findings on the Behaviour of BAME vs White

A
  • Studied 4 WC Schools, with diff ethnic compostions.
  • Teacher reported worse behaviour in White WC schools.
  • Seen as result of lower levels of parental and support and negative attitudes towards education.
  • BAME more likely to see education as way up in society.
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35
Q

McCulloch findings on BAME vs White WC students on Uni?

A
  • BAME were more likely to aspire to go uni than white pupils, due to lower aspirations of white pupils.
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36
Q

BAME Material Deprivation and Racism in Society Theorists

A

> Palmer (Stats on BAME in Poverty)

> Noon (Insitutional Racism)

> Rex (Effects of Racism)

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37
Q

What were Palmer’s findings on Material Deprivation?

A

BAME more likely to face material problems, which is linked to class.

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38
Q

What were the 4 areas that support Palmer’s previous claims?

A

1) BAME more likely to live in low income house.
2) More likely to be unemployed.
3) More likely to be homeless.
4) Earned less than white

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39
Q

What were type of work BAME most likely to be in according to Palmer?

A

Shift Work

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40
Q

What were Bangla and Paki women most likely to be according to Palmer?

A

low paid homeworkers

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41
Q

3 Reasons why BAME are at greater risk of material deprivation?

A

> Live in areas w/ high unemployment rate and low wage rates.

> Lack of language skills & foreign unrecognised qualifications.

> Racial discrimination in the labour market and housing market.

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42
Q

What are the trends for Indian Pupils whose achievements are above average?

A
  • Likely to be from better-off backgrounds

- e.g group most likely to attend private schools

43
Q

Which Ethnic group were less likely to be on FSM?

A

White British and Indian

44
Q

Which Ethnic group were most likely to be on FSM?

A

Bangladeshi and Black African

45
Q

Explain Rex’s findings on Effects of Racism in relation to Racism in Wider Society?

A
  • Racism leads to social exclusion and poverty.

- e.g. In housing BAME more likely to be forced into substandard accommodation than white of the same class.

46
Q

Explain Noon’s findings on Effects of Racism in relation to Racism in Wider Society?

A
  • Sent identical letters to 100 Top UK companies, alternating between names ‘Evans’ & ‘Patel replies to ‘White’ candidate were more helpful and informative
  • Due to discrimination in society, BAME are likley to be unemployed leading to poor educational outcomes for kids.
47
Q

What are the trends for Indian and Chinese Pupils who’re materially deprived?

A

Indian and Chinese pupils who’re materially deprived still do well

  • e.g. Chinese girls who are on FSM achieved more 5+ GCSEs compared to white girls not on FSM.
48
Q

Does Class override Ethnicity Sociologists?

A

> Modood (Effects of Low Income)

49
Q

What were Modood’s findings on the effects of Low Income in relation to Ethinicty?

A

Low income more impact on white than others

50
Q

Labelling and Teacher Racism Theorists

A

> Gilbourn and Mirza (Black when starting school vs at GCSE)

> Gilbourn and Youdell (Racialised Expectations)

> Bourne (Exclusion)

> Osler (Exclusion)

> Wright (Asian Pupils in Primary School)

> Archer (Pupil Identities)

> Shain (Asian Girls)

> Archer and Francis (Chinese Pupils)

> Sewell (Respones to Labelling)

> Fuller (Black Girls)

> Mac and Ghail (Rejecting Negative Labels)

> Mirza (Types of Teacher Racism and Black Girls Failed Coping Strategies)

51
Q

What were Gilbourn and Mirza’s findings on Black Kids achievement on entry to Primary School vs at GCSE?

A
  • Found in 1 area black kids highest achievers on entry to primary school but at GCSE, they had lowest results
  • Fact group can begin school as top achievers and finish lowest shows internal factors are to blame.
52
Q

Teachers view on Black and Asian students in relation to the ideal pupil?

A
  • Teachers see Black and Asian pupils far from ‘ideal pupil’
  • Black seen as aggressive, and Asian seen as passive.
  • Leads teachers to treat BAME differently, disadvantaging them.
53
Q

Explain Gilbourn and Youdell’s idea of Racialised Expectations?

A

> Teachers quicker to discipline blacks > others for similar behaviour.

> Teachers misinterpret their behaviour as threatening and anticipating more discipline problems

> Blacks felt teachers underestimated their ability and picked on them

> Leads to High NO of exclusions and them being put in lower sets, leading to underachievement.

54
Q

Explain Bourne’s findings on Black Boys and Exclusions?

A

> Skls see black boys as threat and labelling them negatively, leading to exclusion.

> Only ⅕ excluded pupils achieve GCSEs.

55
Q

Explain Osler’s findings on Black Boys and Exclusions?

A

> Blacks more likely to get un/officially excluded

> More likely to be in PRU excluding them from mainstream education.

56
Q

Explain Wright’s Study of Asian Pupils in Multi-Ethnic Primary Schools

A

> Asians were stereotyped by teachers and treated differently

> They assumed they had poor grasp of English, using childish language when speaking to them, leaving them out of discussions

> Mispronounced their names, seeing them as problem they could ignore.

> So Asians, especially girls, were marginalised affecting their self esteem.

57
Q

What were the 3 identities outlined by Archer?

A
  • Ideal Pupil Identity
  • Pathoglized Pupil Identities
  • Demonized Pupil Identities
58
Q

Define Ideal Pupil Identity

A

> White MC masculine identity
Normal sexuality
Achieving in the ‘right’ way, through natural ability.

59
Q

Define Pathoglized Pupil Identity

A 
>  Asian 
> 'Deserving poor'
> Feminine identity
> Either asexual/oppressed sexuality
> Conformist
> Over achiever, succeeds through hard work > natural ability.
60
Q

Define Demonised Pupil Identity

A 
> Black/White WC kid
> Hyper-sexualised identity
> Unintelligent
> Peer-led
> Culturally deprived and underachieving.
61
Q

What did Archer gather from Interviews w/Teachers and Kids about Black Kids?

A
  • Interviews found blacks are demonised as loud, excessively sexual, and unaspirational home cultures.
62
Q

What did Archer find on how Teachers saw Asian Girls?

A

Found teachers stereotyped Asian girls as quiet, passive or docile.

63
Q

How did Shain find Asian Girls challenged these views?

A

Asian Girls challenge this by misbehaving, often dealt with more severely than other pupils.

64
Q

What did Archer find on how Teachers treated and viewed Chinese Pupils?

A

> Were given ‘’negative-positive stereotype’’ could never be viewed as ideal pupil, were wrongly seen as MC.

> As they achieved from hard work, passive conformism not natural ability

> Natural achievement only seen available to White MC.

> Teachers saw their families as ‘tight’ ‘using this to explain girls’ passivity

65
Q

Briefly outline Sewell Black Boys 4 Responses to Schools Racist Stereotypes

A

> Rebels
Conformists
Retreatists
Innovators

66
Q

Define Rebels

A
  • Most influential group but a minority.
  • Rejected values of school, conforming to stereotype of black macho lad.
  • Despised white boys and conformists, aimed to achieve status of streethood.
67
Q

Define Conformists

A

Largest group, accepted values of school & eager to succeed.

68
Q

Define Retreatists

A

Isolated individuals, disconnected w/ peer group subcultures & school, keeping a low profile.

69
Q

Define Innovators

A
  • Were pro-education but anti-school.

- Distanced themselves from ‘Conformists’ to keep credibility w/ ‘Rebels’ whilst valuing education success.

70
Q

2 Criticisms of Sewell Study

A

> Doesn’t tell us why boys chose different responses.

> Despite this teachers saw them all the same and Sewell still feels external factors are more important.

71
Q

What are 2 Studies illustrating Labelling Theory is too deterministic?

A

> Fuller

> Mac and Ghail

72
Q

Explain Fuller Study of Black Girls showing Labelling Theory is too deterministic?

A
  • High achieving black girls, rejecting teachers labels.
  • Determined to do well, but only conformed as far as completing school work.
  • Not seeking teachers approval and maintaining friendships with girls in lower streams.
73
Q

Explain Mac and Ghail’s study showing Labelling Theory is too deterministic?

A
  • Black and Asians at 6th Form didn’t accept negative labels.
  • Some girls thought the all girls school they went before, gave them greater academic commitment.
74
Q

State 3 Types of Teacher Racism outlined by Mirza

A

> Colour Blind: Believe all pupils are = but allow racism to go unchallenged

> Liberal Chauvinists: believe black pupils are culturally deprived and have low expectations of them

> Overt Racists: Blacks are inferior and actively discriminate against them

75
Q

Explain Mirza’s Black Girls Failed Coping Strategies

A

> They’d avoid these teachers, being selective who’d they’d ask for help

> Getting on w/ own work in lessons without taking part.

> Avoiding certain subjects to avoid racist teachers

> Puts them at disadvantage restricting their opportunities causing under-achievement.

76
Q

3 Criticisms of Labelling on Ethnicity

A

> Assumes racist stereotypes are product of a teachers view, not way education system operates.

> Deterministic e.g. Fuller.

> Mirza shows although kids try to avoid teacher racism, this can limit their opportunities

77
Q

Institutional Racism and Marketisation Theorists

A

> Troyna and Williams (Types of Racism)

> Critical Race Theory

> Gilbourn (Locked In Inequality)

> Roithmayr (Locked in Inequality)

> Gilbourn (Marketisation and Segregation)

> Commission for Racial Equality (Marketisation & Segregation)

> Moore and Davenport (Marketisation and Segregation)

> Gilbourn and Youdell (Impact of Educational Triage on Black)

> Foster (Impact of Educational Triage on Black)

> Connolly (Black vs Asian Boys)

78
Q

What are the 2 types of Racism outlined by Troyna and Williams?

A
  • Individual Racism: Result from prejudice views of individual teachers and others.
  • Institutional Racism: Discrimination built into way institutions school and college operate.
79
Q

Define Critical Race Theory

A
  • See racism as deep-rooted ingrained feature of society.
80
Q

Roithmayr view on how Institutional Racism Locked in Inequality

A

Locked in inequality so large and historical it’s not

a conscious thought.

81
Q

Gilbourn view on how Institutional Racism Locked in Inequality

A

Racism so ingrained in education it’s inevitable

82
Q

Gilbourn on Marketisation and Segregation

A

Marketisation allows more secret selection to happen, so can lead to segregation.

83
Q

Commission for Racial Equality findings on Marketisation and Segregation

A

Secret selection procedures mean BAME more likely to be in unpopular schools.

84
Q

Moore and Davenport on how Selection Procedures lead to Ethnic Segregation

A

> BAME fail to get into good secondaries cuz of discrimination.

> Child’s primary reports used to screen pupils w/ language difficulties application process was hard for BAME to understand.

85
Q

According to Gilbourn and Youdell how does the concept of Educational Triage negatively affect black pupils?

A

Negative stereotypes on blacks ability, mean they’re more likely to be put in low streams.

86
Q

According to Foster how does the concept of Educational Triage negatively affect black pupils?

A

Teachers stereotypes blacks as badly behaved, so they’re put in lower sets than other pupils of same ability, leading to SFP.

87
Q

What did Connolly find in relation to how Teachers treated Black vs Asian kids?

A

> Black Boys seen as disruptive under-achievers, controlled through punishing.

  • Channelling energy into sports, responded by getting status through games e.g. kiss-chase & football.

> Asian boys seen as passive conformist, ‘feminine’ vulnerable and need protection from bullying.

88
Q

Institutional Racism and Ethnocentric Curriculum Theorists

A

> Troyna (Language - Ethnocentric)

> Ball (History - Ethnocentric)

89
Q

What are examples of how UK curriculum is Ethnocentric?

A

> Language: Troyna

> History: Ball

> Literature: Don’t include non-british writers

> School Holidays: Holidays fall in line with Christian Traditions

> Uniform: Might conflict with people’s cultural dress, Girls permitted to wear skirts, may not be appropriate in some cultures.

90
Q

What was Troyna’s study relating to the Ethnocentric Curriculum?

A

Curriculum is British, focusing on white culture, ignoring non-European language, literature and music, lack of teaching of Asian Languages.

91
Q

Criticisms of Troyna

A

Courses such as GCSE and A Level Urdu and Panjabi are available.

92
Q

What was Ball’s study relating to the Ethnocentric Curriculum?

A

Ignores diversity ‘little Englandism’ e.g. ignores history of Black and Asian People.

93
Q

Criticism of Ethnocentric Curriculum

A

Doesn’t explain how Indian and Chinese achievement is above national average.

94
Q

Institutional Racism and Assessment Theorists

A 
> Gilbourn (Assessment)
> Sander & Horn (Assessment)
> Gilbourn (G&T)
> Tikly and Strand (Exam Tiers)
> Gilbourn (New IQ-ISM)
95
Q

What was Gilbourn’s view on Assessment?

A

> Systems rigged to validate dominant culture superiority

> Baseline assessments showing BAME were ahead of white was replaced in 2003, with FSP, based on teacher judgements, given wide scope for stereotyping.

> So blacks appeared to be doing worst than whites.

96
Q

How do Sander and Horn support Gilbourn’s view on Assessment?

A

Where more weighting was given to teachers assesments > written exams, gap vs scores of different ethnic groups widened.

97
Q

Explain Gilbourn’s findings on how their inequalities to Access to Opportunities in relation to G&T?

A
  • In G&T programs Whites are 2x as likely to be identified as G&T over BAME.
98
Q

Explain Tikly et al’s findings on how their inequalities to Access to Opportunities in relation to Exam Tiers?

A
  • Blacks more likely to be entered for lower tier exams, as they’d placed in lower sets, due to teachers expectations.
99
Q

Explain Gilbourn’s study on New IQism

A
  • Teachers & Policymakers make false assumptions about kids ability or potential.
  • Potential’s seen as fixed and can be measured through old-style IQ tests
  • But tests are based on what’s been learnt, not what could be.
  • Tests are rigged to dominant culture, so BAME more likely to be put in lower streams.
100
Q

A03 Criticisms of Institutional Racism and Assessment Theorists

A

> Sewell (Gilbourn)

101
Q

How does Sewell criticise Gilbourn’s view?

A

> Sewell: Not cause of internal factors, but e.g ASS, peer groups and nurturing role of father.

> If there’s institutional racism, how comes Indian and Chinese students still perform well.

102
Q

Gilbourn 3 responses to ‘’if there is still Institutional Racism how do Indian and Chinese Students still perform well’’

A

> Works as an ideological function concealing education is racist making system seem meritocratic, and they succeed through effort and take chances given to them.

> Justifies failure of other EM e.g. blacks unwilling to make effort due to their un-aspirational home culture.

> Racism still occurs e.g Chinese students faced similar levels of harassment to black.

103
Q

Evans on Street Culture in White WC areas?

A

Argues street culture in white WC areas is brutal and brought into school, thus there’s strong pressure to reject education.

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