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ethnicity in education Flashcards

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Sociology 101 flashcards
1
Q

Wright

A

schools might be institutionally racist in spite of non-racist staff

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2
Q

How are schools institutionally racist

A

policies and procedures within the schools discriminate against certain ethnicities

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3
Q

what is institutional racism

A

racism is WOVEN into the system + fed + EMBEDDED through TIME , people DON’T necessarily SEE that they are being racist

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4
Q

ways in which schools restrict certain ethnicities and create barriers for people

A
  • uniforms
  • diet
    -prayer
    -celebrations/holidays
  • religious dress
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5
Q

Timpson review

A
  • found that black Caribbean and mix white and black Caribbean MORE LIKELY to be PERMANENTLY EXCLUDED from school than white students
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6
Q

how many times more likely is a black students to be excluded than a white students

A

1.7x more likely

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7
Q

in schools there is a lack of

A

black teachers

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8
Q

what % of all teachers in state-funded schools in England are white British?

A

85.9%

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9
Q

how many headteachers % of head teachers are white British in state-funded schools in England

A

92.9%

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10
Q

educational triage

A

Gillborn and Youdell

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11
Q

what does the educational triage suggest (about grades)

A

that the MARKETISATION of SCHOOLS where they are JUDGED based on A-C grades creates a ‘RATIONING OF EDUCATION’ and REINFORCES the FAILURE of BLACK STUDENTS

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12
Q

what does the educational triage suggest ( about judging)

A

BLACK PUPILS are JUDGED often UNFAIRLY to be the ‘ NO HOPERS ‘ and are therefore allocated into LOWER STREAMS and SETS

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13
Q

(educational triage) what is the consequence of black students being allocated into lowers streams and sets

A

their NEEDS get REJECTED as they are seen as UNLIKELY to achieve 5 grade 4’S at GCSE

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14
Q

what does FULLER suggest

A

black girls in year eleven managed to CHANNEL their ANGER at being negatively labelled INTO EDUCATIONAL SUCESS
- they were able to OVERCOME BARRIERS put in their path to ACHIEVE HIGH GRADES

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15
Q

what did Mirza create

A

a teacher typology , categorised teachers into 5 different categories

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16
Q

what are the 5 different categories of teacher typology

A
  • overt racists
  • christians
  • crusaders
  • black teachers
  • liberal chauvinists
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17
Q

what did Mirza find (about girls)

A

girls often had ANTI-SCHOOL attitudes but were PRO-EDUCATION and wanted to SUCEED

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18
Q

analysis of Mirza’s teacher typology

A
  • reaction to teachers racism are more likely to result in exclusion for black-caribbean boys
  • girls are more to retain the values of education but reject specific teachers that show hostility towards them
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19
Q

what did Sewell study

A

studied black Caribbean male students’ responses to racist schooling

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20
Q

what did Sewell find

A

teachers often help STEREOTYPES of ALL BLACK CARIBBEAN BOYS as ANTI-SCHOOL , ANTI-AUTHORITY MACHO BOYS even though only a minority fit this stereotype

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21
Q

what were the different responses of black Caribbean male students to racist schooling

A
  • conformists
  • innovators
  • rebels
  • retreatists
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22
Q

(sewell) conformists

A

largest group , accepted school , keen to succeed , want to avoid stereotype

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23
Q

(sewell) innovators

A

pro-education but anti-school and anti-teacher stance

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24
Q

(sewell) rebels

A

small minority , subculture of resistance , status through ‘black macho masculinity’

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25
Q

(Sewell) retreatists

A

tiny minority , isolated individuals , disconnected from school and subcultures

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26
Q

what did Moodod argue?

A

if racism leads to the victims being turned off school , why do asian people have such high entry rates to higher education?

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27
Q

reasons why asian people have such high entry rates to higher education

A
  • parental engagement and support
  • historic value of education
  • teacher expectations
  • family super/extra curricular
  • will relocate for education –> children see value of this
  • coping strategies and adaptability (focusing on academics as a way to prove themselves)
  • gov policies in many asian countries
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28
Q

ethnocentric

A

a view of the world and other cultures from the perspective of ones own culture , devalues other cultures

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29
Q

what is wrong with the curriculum content

A

centred around a white British view of the world with the content/focus on English literature/history being European

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30
Q

what did COARD argue

A

the content of education ignores white people , the people who are acclaimed tend to be white . while black culture , music and art are largely ignored
= low self esteem in black students

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31
Q

what does the ethnocentric curriculum contribute to?

A

contributes to the LOW SELF ESTEEM of minority ethnic children , and explains PATTERNS of UNDERACHIEVEMENT between ethnic groups

32
Q

evaluation of the ethnocentric curriculum

A

doesn’t really explain the statistical differences that we see

33
Q

what is the general rule when it comes to educational achievement

A

Chinese and Indian students achieve the highest in education , most ethnic minorities achieve at a similar level to white children , which exception of black Caribbean children and Roma gypsies

34
Q

What did Cecile wright find

A

that teachers perceived ethnic minority children differently to white children

35
Q

what did Cecile wright find about asian children

A

teachers perceived asian students as a PROBLEM THAT COULD BE IGNORED , receiving LEAST ATTENTION , often EXCLUDED from class discussions , assume their command of the English lang was poor but highly disciplined and well educated

36
Q

what did Cecile wright find about how teachers perceived African Caribbean children

A

teachers expected them to behave badly , received considerable attention - nearly always negative , seen as aggressive and disruptive

37
Q

David Gibborn (main thing he found)

A

African Caribbean children seen as a threat

38
Q

What did David Gibbon find

A

while the vast majority of teachers tried to treat all students fairly , tended to see A.C as a threat even when no threat was intended

39
Q

what happens despite the fact that teachers rejected racism?

A

their ethnocentric perceptions meant their actions were racist in consequence

40
Q

Tony Sewell

A

teachers threatened bye black masculinity

41
Q

what does Becker argue happens when a label is applied to someone

A

influences their self concept and becomes their master status , shapes how they go on to behave (self-fulfilling prophecy

42
Q

what did Gillborn find

A

teachers often have HIGH EXPECTATIONS of CHINESE and INDIAN pupils = self fulfilling prophecy

43
Q

negative labelling

A

e.g assumption that black students would challenge authority leads to A.C more likely to be given detentions
- because teachers misinterpreted the dress & manner of speech of A.C pupils as representing challenge to their authority
- STUDENTS RESPONDED IN ACCORDANCE W THEIR LABELS

44
Q

What did Wright find (asian girls)

A

teachers had more POSITIVE EXPECTATIONS of ASIAN GIRLS , seeing them as quiet , well behaved and highly motivated

45
Q

What did Wright find (black Caribbean boys)

A

seen as having LOW ACADEMIC POTENTIAL , often labelled as disruptive trouble makers

46
Q

what were teacher stereotypes formed through and what were they generated by

A

teacher stereotypes formed through GENERAL RACIAL PREJUDICE generated through the MEDIA
- the demonisation of young black males as being involved in gun+drug culture and crime

47
Q

Teachers labelling too deterministic

A

-ie teachers view determines how that person thinks of themself , their view has a lot of power over someone’s mindset
- the teacher has to be respected by the student , knowledgable , has to maintain and be consistent in their opinion
-internal factors ignore the issue

48
Q

impact of colonialism

A

in particular black people experiencing slavery , loss of language , religion and family system
= some black students have low self ……. esteem and underachieve

49
Q

how many teachers in England were black in 2022

A

0.9%

50
Q

what did Sewell find about family structure

A

low achievement of African Caribbean boys is partly due to cultural factors

51
Q

what did Pryce find (family structure)

A

asian pupils achieve higher because their culture is more resistant to racism

52
Q

in 2022 what % of teachers were black

A

0.9%

53
Q

high levels of divorce and single parenthood

A

can have a negative impact on educational achievement , either through the ABSENCE of a MALE ROLE MODEL or because of RESULTANT MATERIAL DEP

54
Q

high proportion of black African pupils (family structure)

A

raised in a lone parent families , can lead to some boys lacking a male role model and discipline provided by a father figure

55
Q

effect of lone parent families (Sewell)

A

more VULNERABLE to PEER PRESSURE , more likely to be DRAWN into GANGS which emphasise MACHO FORM + MASCULINITY
- gang culture does NOT value RESPECT or AUTHORITY
= REJECTION of the VALUES of SCHOOL

56
Q

criticism about sewells claims on family structure

A
  • BLAMING the black Caribbean ethnic group for their underachievement
  • rather than concentrating on inadequacies of the education system
  • DIVERTS ATTENTION FROM RACISM
57
Q

Gillborn and Mirza (ethnicity , external)

A

there was a strong correlation between social class and achievement in all ethnic groups

58
Q

smith and noble (class , external)

A

schools may be free, but supplementary costs can be considerable eg being unable to afford school uniforms

59
Q

Norman (gender , external)

A

BEDROOM CULTURE
- gender stereotypes held by parents result in GIRLS being ENCOURAGED to engage in QUIET ACTIVITIES that lead to bedroom culture

60
Q

Driver and Ballard (ethnicity , external)

A

Asian children who spoke a second language were as good at English as their classmates by the age of 16

61
Q

Mac and Grail

A

pupils from booth A-C and Asian families saw their parents as their main source of inspiration

62
Q

Rosenthal and Johnson

A

selected a random sample of 20% of the student pop and informed teachers that these students could be expected to achieve rapid intelectual development , the sputter group had gained +1 IQ a year later

63
Q

despite Bangladeshi + Pakistani households having high expectations

A

they tend to underperform compared toothier Indian classmates , suggests other factors eg social class might be at play

64
Q

Poverty/material deprivation

A
  • geographical location
  • household multigenerational
  • lack of resources , overcrowded
    -low paid jobs , little money
65
Q

cultural deprivation

A
  • home language
  • time dedication to religion
  • females expectations to stay at home
  • talking to teachers , understanding work set
66
Q

what do CD theorists believe black children are often socialised to have

A

a fatalistic (live for today_ outlook on life ) , contrast to other ethnicities where a focus on hard work is instilled

67
Q

ethnic minorities are more likely to suffer from…

A

material deprivation

68
Q

why are ethnic minorities more likely to suffer from material deprivation

A
  • more likely to live inn deprived areas with higher unemployment and lower wages
  • islam , some believe in ‘purdah’ which prevents women from working
  • lack of language skills
  • foreign qualifications
  • racial discrimination
69
Q

Fuller (1984)

A
  • studied a group of high achieving black girls in London
  • these girls were the exception because most black girls were in lower sets
  • challenged their labels by striving for educational achievement
  • unlike other high achievers in the school , didn’t seek teacher approval
70
Q

Mirza’s teacher typology - overt racists

A

(approx 33% of the observed0 , who were EXPLICIT/PLAIN about their RACIAL PREJUDICE and often DISPLAYED IT this to students and other staff

71
Q

Mirzas teacher typology - Christians

A

adopted a ‘ COLOUR BLIND ‘ approach and treated pupils equally, however they often REFUSED to ACKNOWLEDGE the EXISTENCE of RACIAL PREJUDICE amongst others

72
Q

Mirzas teacher typology - THE CRUSADERS

A

( roughly 2% of teachers) , ACTIVELY CHALLENGED RACISSM in the EDUCATION SYSTEM , more likely to occur in STAFF MEETINGS and in DISCUSSIONS with COLLEAGES

73
Q

Mirzas teacher typology - black teachers

A

were content with gettting on with the job of teaching students regardless of ethnicity and suggested that many of the subject areas were of limited use to black pupils ( eg teaching of modern languages) and more practical support was required

74
Q

Mirzas teacher typology - liberal chauuvinists

A

were common and adopted LIBERAL ATTITUDES towards ethnicity and looked to PROMOTE EQUALITY , however they were often ILL-INFORMED and MADE ASSUMPTIONS about CULTURAL DEFICITS in students based upon second-hand knowledge rather than the students own experiences

75
Q
A

sociology (6 decks)

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