Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sociology - Education > Ethnicity > Flashcards

Ethnicity Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
1
Q

what aspects of pupils does the Government record

A
  • ethnicity, gender, location they live in
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what does the Millennium Cohort Study say about south Asians and black Caribbeans and biological children

A
  • 86% of South Asian children live with both biological parents compared to 30% of Black Caribbean children
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is the critical race theory

A
  • the idea that racism in society is inherent and ingrained - esp in the legal and social institutions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what 2 groups are the most expensive for schools to take on

A
  • the working class and special educational - thus they’re less likely for schools to market and cater towards
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the funding formula

A
  • the funding given to schools per student. is why schools want as many pupils as possible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what does Roithmayer say about the critical race theory

A
  • roithmayer: institutional racism is a locked in inequality so large and historical that its no longer a conscious thought
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what does Gillborn say about the critical race theory

A
  • Gillborn: sees racism as so ingrained in education that its now inevitable
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what does Gillborn say about marketisation

A
  • Gillborn: marketisation allows for more covert selection to occur, which can lead to segregation + discrimination of different social groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what did the Commission for Racial Equality 1993 say

A
  • covert selection procedures led to ethnic minority students more likely to be in unpopular / worse schools
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

define ethnocentric curriculum

A
  • ethnocentric curriculum = a curriculum in which it reflects the culture of one ethnic group - usually the dominant culture
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what does Gillborn say about the education system

A
  • Gillborn: the education system is biased to validate the dominant (European) culture
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what does Sanders + Horn say about assessment

A
  • Sanders + Horn: the change from written tests to teacher assessments led to black pupil underachievement - could be due to teacher bias
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

outline 2 key facts about access to opportunities

A
  • in Gifted and Talented programmes, White people are 2x more likely to be identified as G&Ts than EMs
  • Ethnic Minorities are less likely to be entered for higher tiered exams due to teacher labelling and SFP
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

outline ‘new IQism’ + Gillborn’s view

A
  • teachers + policy makers make false assumptions about pupils ability or potential
  • potential is seen as fixed and is measured through old style IQ tests - in which Gillborn argues that these tests only examine current ability - not what could be
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

outline the idea of labels and what Gillborn + Youdell, Bourne say

A
  • Gillborn + Youdell: teachers are quicker to negatively label Black pupils due to teachers’ ‘racialised expectation’
  • Gillborn + Youdell: black pupils are more likely to be in bottom sets and treated like ‘hopeless cases’ due to the A-C economy
  • Bourne: neg labels often impact black students in terms of higher levels of exclusions. 1 in 5 students who are excluded achieve 5 GCSEs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what does Gillborn and Youdell say about black students upon entry

A
  • on entry (age 4), African Carribean students were the highest achievers, however at GCSE level, they were one of the lowest achieveing groups
  • this shows that their underachievement is due to internal factors (SFP, institutional racism, streaming, pupil subcultures etc)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what does lack of ethnic representation lead to

A
  • lack of positive role models for BAME students, and so they may seek representation in worse places, E.g. MTV image for young black boys without a father
  • bias from white teachers can happen - labelling, racism, discrimination etc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

outline an ideal pupil identity by Archer

A
  • white, middle class, passive, masculine identity (dominant, confident - doesnt have to be boy), normal sexuality, achieving through natrual talent + ability (those that quickly ‘get’ concepts)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

outline an pathologized pupil identity by Archer

A
  • deserving poor, feminised identity, asexual / repressed sexuality, plodding conformist, succeeding through hard work rather than natural ability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

outline an demonised pupil identity by Archer + its affects

A
  • black or white, working class, hypersexualised, unintelligent, peer led, culturally deprived, underachiever
  • more likely to be excluded, be in an anti-school subculture, in lower streams
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what does Fuller say about pupil responses and subcultures

A
  • she studied a group of black girls in year 11 in a London comprehensive school. they were untypical as they achieved highly in a school where black girls underachieved / were put in low streams
  • shows that pupils can still succeed if they refuse to conform to their labels. negative labels dont always lead to failure
  • these black girls channelled their anger of being labelled into educational success instead of accepting their stereotypical label
  • they didnt seek teacher approval, or limit their friends if they didnt achieve highly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what does Mac an Ghaill say about pupil responses and subcultures

A
  • he studied Black and Asian a level students who rejected their negative labels depending on their gender, ethnicity and nature of former schools
  • E.g. some girls who formerly went to an all girls school found that it gave them greater academic commitment, allowing them to overcome neg labels at college
  • a label doesnt inevitably produce a SFP
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what does Mirza say about pupil responses and subcultures

A
  • she studied ambitious Black girls who faced teacher racism. found that the racist teachers discouraged their ambition
  • there are 3 types of teachers; colour blind, liberal chauvinists, overt racists
  • racist teachers could discourage BAME students from persuing professional careers, subject options, encourage them to do more vocational
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

define Mirzas 3 teacher labels

A
  • colour blind = teachers who believe all pupils are equal - but in doing so, ignores the discrimination that could require BAME students to need extra help - allowing racism to occur
  • liberal chauvinists = teacher who believe black students culturally deprived and have low expectations for them
  • overt racists = teachers who think black pupils are inferior and actively discriminate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what does Sewell say about black boys

A
  • he focuses on street culture + absence of fathers + influence of peers to explain underachievement in black boys
  • labels black boys as falling into either rebel, conformists, retreatists, and innovators of black culture and education
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

define Sewell’s 4 key label terms for black boys + black culture + school culture

A
  • rebels = most influential, often excluded, conformed to the anti school ‘macho’ subculture
  • conformists = the largest group, conformed to pro school, have friends of different ethnicities
  • retreatists = minority of isolated individuals who have disconnected from both school + black subculture
  • innovators = pro education, but anti school, valued success, not approval of teachers
27
Q

define institutional racism

A
  • institutional racism = less overt, more subtle, less identifiable in terms of specific individuals committing the acts. its racism built into the (education) system and how institutions operate
28
Q

outline marketisation and segregation in schools

A
  • marketisation = how schools are marketed to attract certain groups
  • schools are going to want to attract the ideal pupil (white or Asian, m/c, female, passive)
  • example of marketisation: academies control their own admissions - allows bias
  • examples of segregation: streaming - based on perceived perception, at GCSE; putting students into lower or higher tiers
29
Q

what is a counter view of BAME underachievement in schools

A
  • model minorities (chinese and indian groups) chieve highest - goes against idea of institutional racism
30
Q

outline the ethnocentric curriculum + examples in education

A
  • attitudes and policies that prioritises the culture of one ethnicity (white British)
  • the UK curriculum : language - teaches white european languages (french, german, spanish), literature/ music - teaches books/ music written by white men, history - teaches mainly british history
  • contextual example: Birmingham school banned a girl from the canteen and playground for her braided hairstyle as it didnt fit into the schools uniform policy
31
Q

outline assessments in education

A
  • the culture, language used in exams benefit white m/c pupils
  • sanders + horn: teacher assessments led to black girls underachievement
  • EYFS: teacher assessments in 6 areas of learning allows teacher bias to come into play
32
Q

outline the other forms of institutional racism

A

access to opportunities:
- Gillborn: in Gifted and Talented programmes, whites are 5x likely than black African’s to be chosen
- Tikly: for exam tiers, Black Carribean’s are more likely to be entered for lower tier GCSE’s
New IQism:
- false assumptions are made about a pupil’s ability based on appearance, cultural capital and its seen as being fixed through testing and being put into streams - often disadvantages BAME students

33
Q

what are 2 criticisms of Gillborn’s critical race theory

A

black boys and underachievement:
- Sewell: although it hasnt disappeared, institutional racism isnt powerful enough to prevent individuals from achieving, external factors should have more focus
model minorities:
- the overachievement of chinese and indian students shows that institutional racism isnt the main factor

34
Q

outline black pupils and discipline with 3 theorists

A
  • Gilborne and Youdell: racialised expectations - teachers are more likely to discipline BAME students
  • Bourne: schools sees black boys as threats - leads to neg. labels + exclusions
  • Osler: black students are more likely to be put in Pupil Removal Unit, or be unofficially excluded from school - excludes them from mainstream education
35
Q

what is the highest and lowest ethnic group most permanently excluded

A
  • highest: Black Caribbean + mixed - feeds into stereotype of aggression
  • lowest: Indian/Chinese - feeds into stereotype of passivity
36
Q

what is the percentage ratio of white school staff to BAME staff

A
  • 70% of staff is white, 30% are ethnic minorities
37
Q

what does lack of ethnic minority staff representation lead to

A
  • lack of positive ethnic role models for BAME pupils - they may seek representation in worse places, E.g. MTV image for young fatherless black boys
  • possibility of unconscious or conscious bias from white teachers
  • BAME teachers allows for representation, cultural understanding
38
Q

outline Archer’s view of Chinese students

A
  • successful students can also be pathologized (treated differently) - e.g. Chinese students are both praised and viewed negatively by teachers who see them as passive, repressed and effeminate
  • their success is achieved through the wrong way; hard work rather than natural ability
  • any achievement of BAME pupils is seen as over achievement as it is natural to the ideal white pupil
39
Q

how does being from an asian family affect educational achievement

A
  • the ‘Asian Work Ethic’ places a high value on achieving high/ education
  • adult authority mirrors that of authority in school (expecting respectful behaviour towards adults)
  • Asian parents are more likely to be supportive of school behavioural policies
40
Q

what evidence is there for white w/c underachievement

A
  • McCulloch (2014): a survey of 16,000 pupils found that ethnic minorities are more likely to aspire to go to University than WWC pupils
  • WWC parents dont provide the necessary support and have a negative attitude towards education
41
Q

outline what ethnic groups the DFES research paper (2006) says are the most materially deprived

A
  • BAME pupils are more likely to be materially deprived than white pupils
  • the groups most likely to be materially deprived are pakistanis, bangalis, black africans, and black carribeans
42
Q

state 3 facts linking ethnicity and material deprivation

A
  • BAME are 2x as likely to be unemployed than white people - could be due to name bias from employers, lack of necessary educational qualifications
  • 15% of BAME households live in overcrowded conditions - compared to 2% of white households - could be due to the cultural norm of having many children
  • ethnic minority households are 3x more likely to be homeless - due to racism/ unconscious bias; due to possible language barrier, there may be issues filling out housing forms
43
Q

outline an A03 evaluation of the idea that material deprivation leads to poor achievement

A
  • for chinese groups, money isnt a factor - stats show that those on FSM and those not perform similarly
44
Q

outline name-blind recruitment and Noon and Woods’ studies

A
  • was campaign introduced to prevent unconscious bias against potential recruits from BAME backgrounds
  • leading companies and unis were asked to remove names form application forms to
  • Noon: sent out fake CV’s to top 100 companies - half having the surname Patel, the other Evans. Evans’ CV’s were offered more responses than Patel’s
  • Woods: the ‘white’ applications were 2 times more likely to be offered interviews than the ethnic minority’s applications
45
Q

who are the 3 lowest performing ethnic groups

A

1) white (gypsy/roma) - 4% are hitting targets at 16
2) white (traveller of Irish heritage) - 9% are hitting targets at 16
3) black (Carribean) - 25% are hitting targets at 16

46
Q

how do chinese, white british, and white gypsy/roma students perform in the average attainment 8 sore

A
  • chinese: have the highest score of 70%
  • white british: achieve 50%
  • white gypsy/roma: achieve the lowest score of 20%
47
Q

name some facts linking ethnicity, gender and achievement

A
  • regardless of ethnicity, girls always perform better than boys
  • chinese girls and boys have a smaller attainment gap - gender isnt as much of a significant factor
  • the attainment gap between black girls and boys is bigger - plays a bigger role
48
Q

name 3 facts linking ethnicity, class and achievement based on FSM

A
  • no group on FSM outperforms those not on it
  • the attainment gap between chinese pupils on and not on FSM isnt big (4%) - class doesn’t play a big factor
  • for white pupils, their attainment gap is the biggest (17%)
49
Q

what did Bereiter and Engelmann say about linguistic skills

A
  • Bereiter and Engelmann (1966): they say the language spoken by low income Black American families is seen as inadequate for educational success,
  • Ebonics (African American English - is viewed as a language rather than a dialect of standard English) is spoken by Black Carribeans, as its usually a mix of English and a native language, however Ebonics isnt spoken by Black Africans, as they speak a native language
  • children who dont speak elaborated English at home may be educationally held back
50
Q

what is an AO3 evaluation of Bereiter and Engelmann

A
  • the study was conducted in 1966 - when America was racially segregated - the main reason for Black underachievement was their harsher restrictions and less adequate education
  • the study is outdated
51
Q

what does Moynihan say about black family structure

A
  • Moynihan (1965): many black families are matriarchal (headed by lone mothers), and so their children are deprived of the adequate care (e.g. not having the time to attend parents evenings), probable financial struggles, as well as a lack of male role models
  • matriarchal families offer a strong female role model for daughters - enables black girls to perform better in education
52
Q

what is an AO3 evaluation of Moynihan (1965) and Murray (1984)

A
  • Sewell argues that it may not be the lack of a father figure leading to black boys underachievement, but more so the lack of ‘fatherly tough love’
  • this leads to bb seeking out other boys or the media for role models - where an ‘ultra ghetto superstar’ image of black men is prioritised
53
Q

what does Murray say about black family structure

A
  • Murray (1984): lone parenthood leads to lack of positive male role models
54
Q

what does Pryce say about black family structure

A
  • Pryce: the high number of black lone parent families can be traced back to slavery
  • slavery didnt allow for a black family to exist - leading to a ‘fatherless, matrifocal (mother focused) pattern’
  • men didnt learn the role of providing and protecting for a family - which has been passed down through generations
55
Q

what does Driver say about black families

A
  • Driver: black families provide strong female role models for girls, thus explaining the higher rates of achievement among black girls
56
Q

what does Lupton say about the attitudes and values of WWC families

A
  • Lupton: WWC pupils are less likely to want to go to uni - this lack of aspiration may be due to lack of parental support
  • Lupton studied 4 W/C schools - 2 mainly white and 2 mainly Pakistani - and found that there was poorer behaviour and lower aspirations in the mainly white schools
  • teachers often blamed this on lack of parental support from white parents - whereas ethnic parents saw education as a way to socially move up
57
Q

what is an AO3 evaluation of Lupton

A
  • Pakistani and Bangladeshi pupils on average perform worse than white students - so parental attitudes aren’t the main determining factor in achievement
58
Q

outline the idea of a fatalistic subculture

A
  • some BAME children may be socialised into a fatalistic subculture (doesn’t value ambition, future time orientation etc)
  • this may be due to negative experiences of education or society itself
59
Q

what is an AO3 evaluation of BAME pupils being socialised into a fatalistic subculture

A
  • Lawarence: BAME students dont underachieve due to deficient cultural attidues/ a fatalistic subculture, but due to institutional racism
60
Q

what does Sewell say about asain attitudes and values

A
  • there is an ‘asian work ethic’ in asian families which places a high value in education and achieving high
61
Q

what does Lupton say about the attitudes and values of asian families

A
  • the adult authority in asian families mirrors that of education - respectful behaviour is expected
62
Q

what is a contextual example of marketisation in schools

A
  • Dame Alice Owens: a private school that offers music aptitude, offers rugby instead of football, does interviews to get it - attracts/ makes it easier for the white m/c to get in, as it benefist white m/c culture
63
Q

name a statistic from the DFES research paper (2006)

A
  • 70% of Bangladeshi pupils and 60% of Pakistani and black African pupils live in the most deprived area codes compared to less than 20% of white pupils

Sociology - Education (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions