Ethnic Differences in Achievement (External) Flashcards
1
Q
What external factors are identified?
A
- cultural deprivation
a) intellectual and linguistic skills
b) attitudes and values
c) family structure and parental support - material deprivation
- racism in wider society
2
Q
- cutural deprivation
a) intellectual and linguistic skills
Why might a lack of intellectual stimulation from a low income black family hinder success?
A
- haven’t developed reason and problem solving skills
3
Q
- cutural deprivation
a) intellectual and linguistic skills
Why does Englemann believe language spoken by black families in inadequate for educational success?
A
- ungrammatical, disjointed, incapable of expressing abstract ideas
- concern that those who don’t speak English will suffer in school
4
Q
- cutural deprivation
a) intellectual and linguistic skills
How would Gilborn’s findings challenge this view?
A
- Indian pupils do very well despite not having English as home language
5
Q
- cutural deprivation
b) attitudes and values
How does the socialisation of some black children discourage them from valuing education and leave them unequipped for success?
A
- socialised into a subculture instilling a fatalistic attitude, emphasises immediate gratification
6
Q
- cutural deprivation
c) family structure and parental support
How does Moynihan argue that the heading of many black families by a lone mother may lead to educational underachievement?
A
- deprived of adequate care due to financial problems
- denied a male role model
- children are therefore unstable and inadequately socialised - fail at school
7
Q
- cutural deprivation
c) family structure and parental support
How does Sewell argue that the lack of ‘tough love’ leads to black youths joining gangs?
A
- lack of ‘tough love’
- hard to overcome difficulties of adolescence
- street gangs provide ‘perverse loyalty and love’
- provides fulfilment of the media inspired role model of anti-school black masculinity
8
Q
- cutural deprivation
c) family structure and parental support
How did Sewell identify that pressure from peers was actually the greatest barrier to success?
A
- achieving in school = viewed with hostility as ‘selling out’ to white establishment
- differences in culture, socialisation and attitudes to education
9
Q
- cutural deprivation
c) family structure and parental support
How does Sewell believe we should encourage black boys achievement?
A
- have greater expectations placed on them to raise aspirations
10
Q
- cutural deprivation
c) family structure and parental support
How is under-achievement attributed to family structure?
A
- Asians are higher achievers because culture = resistant to racism, embeds a greater sense of self-worth
- black pupils = lower self esteem
11
Q
- cutural deprivation
c) family structure and parental support
How does the Asian family structure in particular aid achievement?
A
- are positive and supportive towards education, have higher aspirations for children
12
Q
- cutural deprivation
c) family structure and parental support
How do some sociologists identify the Asian family structure as a barrier to success?
A
- Kuhn: Asian families are ‘stress ridden’ - bound by tradition and controlling
13
Q
- material deprivation
Ethnic minorities are more likely to suffer from material deprivation - name two statistics
A
- 15% of BMEs live in overcrowded areas, compared to 2% of whites
- Palmer: almost 50% of ethnic minority children live in low-income households
14
Q
- material deprivation
List some reasons why ethnic minorities may be at a greater risk of material deprivation
A
- live in economically depressed areas with high unemployment
- tradition of purdah in some Muslim households, prevents women working
- foreign qualifications not being recognised in the UK
15
Q
- material deprivation
How does Gilborn argue that ethnic differences are still the most dominant factor?
A
- comparisons between pupils of different ethnic background but same social class still reveal differences in achievement
