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ethnic differences Flashcards

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Sociology 101 flashcards
1
Q

what group falls at the bottom of league tables?

A

white gypsy

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2
Q

what group dominates league tables?

A

chinese

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3
Q

what is the attainment 8 of chinese pupils?

A

70%

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4
Q

what is the attainment 8 of indian pupils?

A

60%

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5
Q

what is the attainment 8 of white british pupils?

A

50%

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6
Q

what group has the smallest gap between gender in attainment 8?

A

chinese 3.4%

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7
Q

what gender always does better?

A

girls

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8
Q

which group has the highest gap between gender in attainment 8?

A

black 7.5%

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9
Q

how does being on free school meals correlate with underachievement?

A

being on free school meals always causes underachievement

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10
Q

what groups achievement is most affected by being on free school meals?

A

white british
17%

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11
Q

what groups achievement is least affected by being on free school meals?

A

chinese
2.9%

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12
Q

what group is the national average based on?

A

white british

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13
Q

within each ethnic group ______ children do better than _____ children

A

middle class do better than working class

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14
Q

what does Hasting (2006) recognise about white working class pupils?

A

white working class pupils make less progress than black or asian pupils between the ages of 11-16

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15
Q

what reasons are there for ethnic differences in educational achievement?

A
  • cultural deprivation
  • material deprivation
  • racism in wider society
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16
Q

what factors make up the cultural deprivation reasoning of why there are ethnic differences in educational achievement?

A

linguistic skills
family structure
attitudes and values

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17
Q

which sociologists investigated linguistic skills (CD) ?

A

Bereiter and Engelmann (1966)

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18
Q

what did Bereiter and Engelmann (1966) find about linguistic skills in relation to (CD) and ethnic differences in achievement?

A

consider the spoken language of black American families as inadequate for educational success -
also children who do not speak english at home may be held back educationally

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19
Q

what sociologists investigated family structures (CD) in relation to ethnic differences in achievement?

A

Moynihan
Murray
Pryce

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20
Q

what did Moynihan find about family structures (CD) in relation to ethnic differences in achievement?

A

many black families are headed by a lone parent mother
their children lack adequate financial care and a male role model

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21
Q

what did Murray find about family structures (CD) in relation to ethnic differences in achievement?

A

lone parenthood leads to a lack of positive male role models

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22
Q

what did Pryce find about family structures (CD) in relation to ethnic differences in achievement?

A

traced the high rates of lone parent hood in the black community to be traced back to slavery

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23
Q

what did Sewell find about attitudes and values (CD) in relation to ethnic differences in achievement?

A

asian families tend to have an ‘asian work ethic’

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24
Q

what did Lupton find about attitudes and values (CD) in relation to ethnic differences in achievement?

A

adult authority in asian homes mirrors that of education

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25
Q

describe how attitudes and values (CD) impact educational achievement for black and EM children

A

black and EM children might be socialised into fatalistic subcultures

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26
Q

describe how attitudes and values (CD) impact educational achievement for white children

A

white WC are less likely to want to go to uni - may be result of a lack of parental support

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27
Q

describe Luptons study on attitudes and values of children

A

4 WC schools
2 mainly white, 1 pakistani, 1 mixed
found there was poorer behaviour and less aspiration in the white school despite having less children on FSM
lack of parental support

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28
Q

for ethnic minority parents education is a _____________ in society

A

way up

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29
Q

evaluate Bereiter and Engelmann’s view on linguistic skills (CD)

A

indian and chinese students are outperforming all other ethnic groups
Keddie - cultural deprivation theorists are victim blaming- black culture and language are different nit deficient

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30
Q

evaluate Murrays view on family structures (CD)

A

Driver suggests black families provide strong role models for girls

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31
Q

evaluate Pryce’s view on family structure (CD)

A

Sewell argues that it may be not the lack of a father figure but rather a lack of fatherly ‘tough love’
much of their identity stems from media influence which emphasises an ‘ultra tough ghetto superstar’

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32
Q

evaluate the tendency of black and EM students to have fatalistic attitudes

A

Lawrence suggests that black attitudes are not weaker but are the by product of racism in wider society

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33
Q

evaluate Sewell’s finding of the asian work ethic

A

pakistani and bangladeshi are, on average, not doing as well as other asian groups

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34
Q

what is Sewell’s main argument?

A

the biggest barrier facing black boys is actually black peer pressure

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35
Q

complete the evaluative sentences:
Geoffrey Driver criticises cultural deprivation theory for…

A

ignoring the positive effects of ethnicity on achievement
eg black girls get strong role models

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36
Q

what did the DFES research paper 2006 provide an insight to (MD)?

A

over 70% of bengali’s live in poverty
black africans have the highest persistent poverty rates
over 60% of irish travellers are elligable for free school meals compared to 7% of chinese

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37
Q

complete the fact (MD):
ethnic minorities are _______ as likely to be unemployed compared to white people

A

twice

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38
Q

explain why ethnic minorities are twice as likely to be unemployed compared to white people and the impact it may have on education?

A

class
language
barrier racism
Smaller housing, cramped conditions, poor diets less access to technology or funding for school trips

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39
Q

complete the fact:
_______ ethnic minority households live in overcrowded conditions, compared with only _______ of white households

A

15%
2%

40
Q

Why amount of overcrowded conditions be higher in ethnic minority communities?

A
  • less access to contraception
  • culture
  • moving in with families
41
Q

What impacts might overcrowded conditions bring on educational achievement ?

A

trouble, no study, space, shared resources, disrupted learning

42
Q

Find the Pakistani women are more likely to be engaged in low paid homework sometimes as little as £1.50 per hour. Why is this?

A

Religious group, language barrier, within communities

43
Q

evaluate material deprivation when looking at educational achievement in ethnic minority groups

A

money isnt a factor for chinese groups

44
Q

how does Madood (2004) evaluate material deprivation factors amongst EM pupils?

A

Poverty affects white peoples more than ethnic minorities

45
Q

what sociologists looked at racism in wider society?

A

Noon and Woods

46
Q

describe Noons investigation into racism in wider society

A

50 Evans
50 Patel
Evans got more job offers

47
Q

describe Wood’s investigation into racism in wider society

A

1 in 16 Ethnic minority applications got interviews compared to 1 in 9 applications

48
Q

What label is often attached to black students?

A

disruptive

49
Q

what label is often attached to Asian students?

A

passive

50
Q

What does Osler (2010) argue about black students?

A

Black students are more likely to suffer from in internal exclusions and sent to pupil referral units

51
Q

what is stereotypes exist about Asian peoples?

A

they have a poor grasp of English

52
Q

how many to excluded out of five achieve five GCSEs?

A

1/5

53
Q

which theorist explores labelling against Asian pupils?

A

Cecil Wright

54
Q

what Gillborn and Youdell argue about the A-C economy?

A

Black pupils are more likely to be placed in bottom, set an treated as hopeless cases due to the A-C economy

55
Q

what do Gillborn and Youdell argue about labelling black students?

A

Teacher are quicker to label black pupils due to teachers racialised expectations
they see black pupils as anti authority

56
Q

why might stereotypes surrounding Asian pupils lead to some Asian groups under achieving?

A

left out, given lower status knowledge

57
Q

Gillborn and Youdell noticed that African Caribbean children were…

A

The highest achievers on entry to primary school yet by the time they came out to GCSEs, they had the worst results of any ethnic group

58
Q

how is Gillborn and Youdell’s study of African Caribbean children evidence to suggest that external factors are not the main reason for ethnic minority underachievement?

A

labelling + SFP
streaming
pupil subcultures

59
Q

complete the fact:
_____ of the English school population is BAME

A

31%

60
Q

why might lower numbers of EM teachers lead to EM underachievement?

A

less representation
leads to fatalism

61
Q

what did Jenny Bourne find about how schools view black boys?

A

schools see black boys as a threat

62
Q

describe features of the ideal pupil identity

A
  • white
  • MC
  • masculine identity
  • normal sexuality
  • achieving through natural ability and talent
63
Q

describe features of the pathologised pupil identity

A
  • deserving poor
  • feminised identity
  • repressed sexuality
  • slugger who achieves through hard work
64
Q

describe features of the demonised pupil identity

A
  • black or white
  • WC
  • hyper sexualised
  • inintelligent
  • peer led
  • culturally deprived
  • underachiever
65
Q

what sociologist found the three pupil identities?

A

Louise Archer

66
Q

Archer found that achievement amongst EM’s is considered _______

A

overachievement

67
Q

what sociologists looked at subcultural responses to teachers’s labelling and racism?

A

Fuller
Mirza
Mac and Ghaill
Sewell

68
Q

what did Fuller study when exploring pupil responses and subcultures?

A

rejecting negative labels

69
Q

describe Fullers study of rejecting negative labels

A

a group of black girls in year 11 in a London comprehensive school
girls were untypical high achiever

70
Q

how does Fullers study of rejecting negative labels link to education and achievement?

A

instead of accepting negative stereotypes
girls channelled their anger into success - refused to be conformed

71
Q

what did Mac and Ghaill study when exploring pupil responses and subcultures?

A

rejecting negative labels

72
Q

what sociologist studies pupils rejecting negative labels?

A

Mary Fuller
Mac and Gahill

73
Q

describe Mac and Ghaill study of rejecting negative labels

A

study of black and asian a level students who had been labelled

74
Q

how does Mac and Ghaill study of rejecting negative labels link to education and achievement?

A

a label does not necessarily produces SFP
students can overcome this label

75
Q

what did Mirza study when exploring pupil responses and subcultures?

A

failed strategies for avoiding racism

76
Q

describe Mirza’s study of failed strategies for avoiding racism

A

study of black girls who faced teacher racism

77
Q

how does Mirza’s study of failed strategies for avoiding racism link to education and achievement?

A

these strategies put them at a disadvantage by restricting teacher racism

78
Q

what did Sewell study when exploring pupil responses and subcultures?

A

variety of boys responses

79
Q

describe Sewell’s study on the variety of boys responses

A

focuses on the absence of boys’ fathers and their influence on peer groups snd street culture

80
Q

how does Sewell’s study on the variety of boys responses link to education and achievement?

A

student responses to schooling can affect their achievement

81
Q

what is institutional racism?

A

discrimination that is built into the way institutions operate

82
Q

what areas of education can be examples of where institutional racism can be found?

A
  • marketisation and segregation
  • ethnocentric curriculum
  • assessments
83
Q

what is an ethnocentric curriculum?

A

curriculum that prioritises the culture of one particular group

84
Q

what evidence is there of ethnocentric curriculums?

A

languages taught, literature, music

85
Q

what evidence is there of marketisation and segregation in schools?

A

academies control their admissions

86
Q

what does Gilborn argue about assessments?

A

the system is rigged to validate the dominate culture superiority

87
Q

what evidence is there of assessments being features of institutional racism?

A

when teacher assessments began (2003) black children became unsuccessful

88
Q

what are other forms of institutional racism?

A
  • access to opportunities
  • the new IQism
  • BAME teachers
89
Q

how is access to opportunities a feature of institutional racism?

A

access to opportunities:
whites are twice as likely to be identified as gifted and talented than black Caribbeans and five times more likely than black Africans

90
Q

how is black and ethnic minority teachers a feature of institutional racism?

A

only 6.3% of teachers in Britain are from a BAME background

91
Q

what are the criticisms of Gillborn?

A
  • black boys and underachievement:
    Sewell argues racism in schools is not powerful enough to prevent success - we should be looking at external factors
  • model minorities:
    indian and chinese perform better than the white majority
91
Q

critical race theory sees racism as…

A

an ingrained feature of society

92
Q

how does Gillborn criticise those who use model minorities to criticise him?

A

it makes the system seem fair and meritocratic
it justifies the failure of the other minorities
it ignores the fact that model minorities still experience racism

93
Q

define the term ‘ethnic group’

A

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

94
Q

what sociologists support critical racism theory?

A

Roithmaker
Gillborn

95
Q

what does Roithmaker (CRT) claim?

A

institutional racism is a locked in inequality so large and historical that it is no longer a conscious thought

96
Q

what does Ball claim about the ethnocentric curriculum?

A

little Englandism :
the national curriculum ignores black or asian history

sociology education (9 decks)

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