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Sociology Names > Ethnicty Ed > Flashcards

Ethnicty Ed Flashcards

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Sociology 101 flashcards
1
Q

External Factors

A

Cultural Deprivation, Material Deprivation, and Racism in Wider Society

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2
Q

Cultural Deprivation

A

Language and Speech Codes, Attitudes and Values, and Family Structure

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3
Q

Language and Speech Codes

A

Bereteit and Engelmann and Mirza

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4
Q

Bereteit and Engelmann

A

language spoken is ungrammatical and disjointed
AO3: black girls do well at school

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5
Q

Mirza

A

indian students do well at school even if English isn’t their first language
AO3: students that don’t speak English are held back

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6
Q

Attitudes and Values

A

Cultural Deprivation Theorists

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7
Q

Cultural Deprivation Theorists

A

socialized into fatalism, and no values for schools
AO3: success isn’t always needed

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8
Q

Family Structures

A

Moynihan, Sewell, Pryce, and Lupton

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9
Q

Moynihan

A

lone mother so have inadequate socialization so fail at school
AO3: Driver = can be inspirational/role model for black girls

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10
Q

Sewell

A

lack of a father love means find it hard to cope with emotions so go to gangs
AO3: not peer pressure but institutional racism

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11
Q

Pryce

A

asian culture is more resistant to racism so they do better
AO3: Lawrence = racism causes low self-esteem

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12
Q

Lupton

A

adult authority is similar to that of schools
AO3: may resent that authority so use school as a scapegoat

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13
Q

Lupton

A

w/c parents have a negative attitude towards education
AO3: Keddie = cultural deprivation is victim blaming

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14
Q

Material Deprivation

A

Palmer

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15
Q

Palmer

A

two times more likely to be unemployed
AO3: material deprivation is a result of racism

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16
Q

Racism in Wider Society

A

Rex and Wood

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17
Q

Rex

A

more likely to be forced into bad housing than those of same class
AO3: fewer white people in poverty

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18
Q

Wood

A

out of 1,000 applicants 1 in 16 for ethnic minorities are called for interview whereas 1 in 9
AO3: might not be racism but that white people are more suited

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19
Q

Internal Factors

A

Labelling, Pupil Identities, Pupil Response and Subculture, and Institutional Racism

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20
Q

Labelling

A

Gillborn and Mirza, Gillborn and Youdell, Bourne, Foster, and Wright

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21
Q

Gillborn and Mirza

A

black were highest achievers on entry to primary school but lowest at GCSE
AO3: could be due to situations in the family

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22
Q

Gillborn and Youdell

A

teachers quick to discipline black students due to racial stereotypes
AO3: not all teachers

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23
Q

Bourne

A

schools see black boys as a threat
AO3: more rebellious behaviour due to society

24
Q

Foster

A

teachers stereotypes around black pupils places them in lower sets
AO3: movements towards equality

25
Q

Wright

A

teachers assume asians have a poorer grasp on English so use simpler language
AO3: some do have poor English so may help

26
Q

Wright

A

asians feel marginalized when teachers mispronounce their names
AO3: mispronounce all names

27
Q

Pupil Identities

A

Archer

28
Q

Archer

A

dominant discourse of teachers creates three pupil identities; ideal, pathologized, and demonized pupil
AO3: ideal pupil changes

29
Q

Archer

A

girls are passive, quiet, and docile but when challenge this they are punished
AO3: not all girls

30
Q

Archer

A

chinese are seen as achieving in wrong ways
AO3: some see them as naturally smart

31
Q

Archer

A

teachers assume families are tight, closed, and m/c so not ideal pupil
AO3: being a part of m/c is a category for ideal pupil

32
Q

Pupil Responses and Subcultures

A

Fuller, Mac and Ghail, Mirza, and Sewell

33
Q

Fuller

A

black girls respond to being placed in lower sets with a pro education anti schools subculture
AO3: some may have pro school attitude due to corrupt system

34
Q

Mac and Ghail

A

ability to overcome depends on ethnicity, gender, and nature of school
AO3: some are unable to educate

35
Q

Mac and Ghail

A

asian girls don’t accept labels and try to overcome them
AO3: unsuccessful at it

36
Q

Mirza

A

racist teachers discourage them through career advice
AO3: movements to more equal so won’t be overlooked and changed

37
Q

Mirza

A

girls trying to avoid negative by choosing who to ask for help and not take part in
AO3: some black girls have confidence

38
Q

Sewell

A

black boys respond to negative labels in four ways; rebel, conformist, retreatist, and innovator
AO3: more realistic view as most people see all black boys as rebels

39
Q

Institutional Racism

A

Critical Race Theory, Marketisation and Segregation, Ethnocentric Curriculum, Assessment, Access to Opportunities, and New IQism

40
Q

Critical Race Theory

A

Roithmayr and Gillborn

41
Q

Roithmayr

A

locked in inequality
AO3: there are changes overcoming it

42
Q

Gillborn

A

ethnic inequality is so deep rooted it is an inevitable feature of education
AO3: need to still fight it

43
Q

Marketisation and Segregation

A

Gillborn and Moore and Davenport

44
Q

Gillborn

A

marketisation gives more scope to select pupils, so negative stereotypes impact
AO3: mainly towards black pupils as seen as a threat

45
Q

Moore and Davenport

A

selection procedures lead to ethnic segregation
AO3: asians perform better than white majority

46
Q

Ethnocentric Curriculum

A

Troyna and Williams and Ball

47
Q

Troyna and Williams

A

only learn european languages
AO3: encouraged to take them but not forced

48
Q

Ball

A

don’t cover black or asian history
AO3: Stone = black student don’t suffer from low self esteem

49
Q

Assessment

A

Gillborn

50
Q

Gillborn

A

the ‘assessment game’ is rigged so dominant culture wins
AO3: how do we even test?

51
Q

Access to Opportunities

A

Gillborn and Tikly

52
Q

Gillborn

A

white are two times more likely to be identified as gifted than black so entered into ‘Gift and Talent’
AO3: more black pupils being recognised

53
Q

Tikly

A

black children are more likely to be placed in lower tier exams
AO3: education system racist due to wider society

54
Q

New IQism

A

Gillborn

55
Q

Gillborn

A

teachers place black pupils in lower sets due to disciplinary problems
AO3: specific teachers means it is hard to influence

56
Q

Gillborn

A

being placed in sets based on tests does not measure potential
AO3: these sets change as students do

Sociology Names (4 decks)

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