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AQA Sociology A-LEVEL > Ethnicity and Achievement > Flashcards

Ethnicity and Achievement Flashcards

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Sociology 101 flashcards
1
Q

What are the internal factors?

A
  • Labelling
  • Ethnocentric curriculum
  • Institutional Racism
  • Subcultures
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2
Q

What did Gilborn and Youdell and find about teacher labelling?

AO1

A
  • Teachers have racialised expectations
  • Expected black students to have discipline problems and so were quicker to discipline black pupils
  • Misinterpreted black students’ behaviour as being threatening/a challenge to authority
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3
Q

How can we analyse Gilborn and Youdell?

AO3

A

Not as relevant today as there are more black teachers - less likely to have these expectations

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4
Q

How can we evaluate Gilborn and Youdell?

(deterministic)

AO3

A
  • Mac an Ghail study on black A Level students found students did not accept negative labels especially girls from all-girls secondary schools who had a greater committment to academics
  • Fuller: ambitious black girls who rejected their negative labels and achieved
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5
Q

What did Ball say about the ethnocentric curriculum?

AO1

A
  • ‘Little Englandism’: national curriculum ignores cultural and ethnic diversity and promotes an attitude of ‘little englandism’
  • e.g. history curriculum tries to recreate an age of ‘past glories’ whilst ignoring black and asian history
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6
Q

How can we analyse Ball?

AO3

A
  • Not relevant today as we now have things like Black History Month, multicultural education (MCE), and appreciate other cultures in education
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7
Q

How can we evaluate Ball?

AO3

A
  • David: national curriculum is ‘specifically British’ and ignores non-european languages literature and music
  • Due to the privatisation of education not all schools have to follow national curriculum and can incorporate other cultures if they choose
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8
Q

How else is education ethnocentric?

Don’t need to learn scholars just extra in case comes up as short answer q

A
  • Troyna and Williams: curriculum gives priority to white culture and english language - must resit if you don’t past english language
  • David: national curriculum is ‘specifically British’ and ignores non-european languages literature and music
  • Coard: white saviour narrative presented in history may cause minority students to have low self esteem
  • Uniform is based on western style of clothing
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9
Q

What is institutional racism?

A

Racial discrimination that is built into the way institutions operate . This could lead to pupils being treated unfairly because of their race.

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10
Q

What did Wright find about institutional racism?

AO1

A
  • Asian students especially girls were marginalised and felt isolated
  • Teachers mispronounced their names, expressed disapproval of their customs, and assumed they didn’t speak English well - spoke to them childishly and excluded them from discussion
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11
Q

What did Mirza find about instituional racism?

AO1

A
  • Studied ambitious black girls who faced teacher racism
  • Found that racist teachers discouraged black students from being ambitious when giving them careers advice
  • Identified 3 types of teachers:
  1. The colour blind: weren’t racist themselves but let racism go unchallenged
  2. Liberal chauvanists: believed black students were culturally deprived and had low expectations
  3. Overt racists: believed black people are inferior and actively discriminated against them

The girls had spent a lot of time avoiding effects of negative teacher attitudes e.g. by not participating or asking for help which restricted their opportunities

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12
Q

How can we analyse Mirza?

( second point can be used for teacher expectations too)

AO3

A
  • 2015 poll of 450 BAME teachers found that 62% felt that schools treated BAME students unfairly
  • Black carribean students are 3x more likely to be excluded than white students
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13
Q

How can we evaluate Mirza?

AO3

A

Fails to consider that there is an increase in ethnic minority teachers which would decrease racism

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14
Q

What did Fuller find about subcultures?

AO1

A
  • Black girls labelled negatively by schools channelled their anger into pursuing educational success
  • Worked hard in education but didn’t show concen for school rules
  • These girls rejected labels and forced a pro-school subculture to ensure they succeeded
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15
Q

How can we analyse Fuller?

AO3

A

Not applicable to boys who are less likely to reject labels

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16
Q

How can we evaluate Fuller?

AO3

A

Small sample size of only 8 girls

17
Q

What did Shain find about subcultures?

AO1

A

Studied 44 Asian girls aged 13-16, mostly Pakistani in 8 schools.
Found 4 types of subcultures:
1. Gang girls: anti-school, saw school as racist. Led to emphasis of their own culture - withdrew from other students
2. Survivors: conformed to school values in order to achieve academic success despite also believing the schools were racist and sexist
3. Rebels: labelled this by teachers, saw unequal gender relations at home, in school, and in their community - anti-school
4. Faith Girls: prioritised their religion over ethnicity - integrated with girls from other ethnicities. Used survival activities to gain academic success

18
Q

What are the external factors?

A
  • Material deprivation
  • Cultural deprivation
  • Language barriers
19
Q

How does material deprivation impact minorities?

AO1

A
  • Swann Report found that minorities are more likely to live in poverty and this low socioeconomic status was a major factor in low achieving for AfroCarribean pupils
  • Tanner et al: this is because education is expensive - books, uniform, trips etc cost a lot
20
Q

How can we analyse the Swann Report?

AO3

A

Gov statistics show that Pakistani and Bangladeshi are more likely to be unemployed and so be materially deprived

21
Q

How can we evaluate material deprivation?

AO3

A

Functionalists: this is not a problem as inequality is necessary for society to function

22
Q

What did Bourdieu find about cultural deprivation?

AO1

A
  • Some cultures like Chinese and Indian place greater importance on education - have largest proportion of MC members (who have cultural capital)
  • This leads to them having higher educational attainment than other minorities
  • Pakistanis and Bangladeshis do better than they should be given their social class implying this is due to their cultural capital
23
Q

What did Madood find about cultural deprivation?

AO1

A

Asian families have cultural capital because they have:
- A powerful desire from migrant parents to improve their position and prospects for their children
- High value placed on education makes this possible
- This value is passed on to their children

24
Q

How can we analyse cultural deprivation?

AO3

A

20% of Indian and 36% of south asian migrants are overqualified for their WC jobs - have MC cultural capital just unable to attain the appropriate jobs

25
Q

How does Basit evaluate Madood?

AO3

A

Supports - education is seen as a tool to transform lives of younger gen in south asian families

26
Q

How does language barriers impact achievement?

AO1

A
  • Bourdieu - minorities are more likely to speak in restricted code whereas schools use elaborated code
  • Not speaking English fluently will make it harder for minority pupils to access resources
  • Labelling theorists suggest its not language alone but having an accent that influences teacher expectations
27
Q

How can we analyse language barriers?

AO3

A

Gilbourn and Youdell found that teachers assumed asian students had a low profficiency in English

28
Q

How do Driver and Bollard evaluate language barriers?

AO3

A

Found that asian students with EAL had become as good at English as their peers by the age of 16

29
Q

How could family structures cause underachievement?

(unlikely to come up - backup point)

AO1/2/3

A

Sewell claimed that as afrocarribean families are most likely to be lone parent, young boys do not have a positive role model and so are attracted to anti-school/gang culture
ANALYSIS: Black people have highest rate of lone parent (24.3%) - relevant today
EVAL: New Right - lone parent families inadequately socialise children causing them to become delinquents

AQA Sociology A-LEVEL (41 decks)

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