sociologists from ethnic differences

Question 1

Rex

Answer 1

racial discrimination -> social exclusion - worsens poverty
EM more likely to be forced into substandard accommodation

Question 2

Noon

Answer 2

letters to top companies
‘Evans’ and ‘Patel’
‘Evans’ received more help

Question 3

Wood et al

Answer 3

closely matched job applications
2/3 from ethnic minority background
1 in 16 for EM
1 in 9 for white

Question 4

Moynihan

Answer 4

black families headed by a lone mother -> inadequate care
lack of a role model of male achievement

Question 5

Lupton

Answer 5

adult authority in Asian families is similar to the model at school - respectful and parents are supportive of behaviour policies

Question 6

Pryce

Answer 6

black Caribbean culture are less resistant to racism
slavery- lost language and broke family structure

Question 7

Gillborn and Mirza

Answer 7

Indian pupils do very well despite not speaking English at home

Question 8

Bereiter and Engelmann

Answer 8

language spoken by low income families are disjointed, ungrammatical and unable to express abstract ideas

Question 9

Sewell

Answer 9

lack of fatherly nurture males it difficult for boys to overcome emotional/behavioural difficulties
go to street gangs of other fatherless boys who offer them loyalty and love

Question 10

Gillborn

Answer 10

not peer pressure but institutional racism that causes the systematic underachievement of boys

Question 11

McCulloch

Answer 11

study on 4 w/c schools: 2 white, 1 Pakistani and 1 ethnically diverse
ethnic minorities are more likely to aspire to go to uni as they see education as a ‘way up’ in society
poorer behaviour and discipline found in the predominantly white schools

Question 12

Palmer

Answer 12

1/2 EM in low income households compared to 1/4 white children
2x less likely to be unemployed
3x more likely to be homeless

Question 13

Keddie

Answer 13

EM are culturally different not deficient
the fault is of the ethnocentric curriculum instead

Question 14

Lawrence

Answer 14

underachievement of EM is the fault of racism more than low self esteem from their supposedly ‘weak culture’

Question 15

Driver

Answer 15

theory ignores positive impact
e.g. black Caribbean creates strong independent women which may be why black girls usually do better than black boys

Question 16

Sure start

Answer 16

should focus on a multicultural and anti racist education> compensatory education

Question 17

Evans

Answer 17

white w/c families
street culture in w/c areas is brutal so young people need to learn to so the intimidating instead
this can be brought into school, causing disruption

Question 18

Archer

Answer 18

3 types of pupil identities:
ideal
pathologised
demonised

Question 19

Archer and Francis

Answer 19

‘positive negative stereotype’
Chinese pupils are seen as overachievers because they have to work to achieve good results so are not ‘ideal pupils’

Question 20

Wright

Answer 20

Asian pupils were the victims of labelling too
left out of class discussions- teachers believed English language was superior
names mispronounced
felt marginalised

Question 21

Foster

Answer 21

teachers’ stereotypes of black pupils can result in them being placed in lower sets than other pupils of the same ability - can result in the self-fulfilling prophecy of their negative stereotypes

Question 22

Gillborn and Youdell

Answer 22

-found teachers were quicker to discipline black pupils for the same type of behaviour
-arguably from ‘racialised expectations’ where black pupils’ behaviour was viewed as threatening/ a threat to teachers’ authority
-pupils responded negatively to these misconceptions which caused conflict (between white teachers and black pupils)

Question 23

Osler

Answer 23

-black pupils more likely to suffer from ‘internal exclusions’ and unrecorded unofficial exclusions
-more likely to be placed in pupil referral units (PRUs) that exclude them from access to mainstream curriculum

Question 24

Troyna and Williams

Answer 24

more European languages taught than Asian

Question 25

Tikly et al

Answer 25

found blacks were more likely than whites to be entered for low tier GCSEs, often because they were placed in lower sets and they could only achieve a grade C at best

Question 26

Miriam David

Answer 26

National curriculum is ‘specifically British’, ignoring non-European languages, literature and music

Question 27

Steven Strand’s analysis of LSYPE

Answer 27

A white black achievement gap in maths and science test at age 14
found this to be the result of black people is being systematically underrepresented into entry to higher tier test
this reflects teachers expectations which leads to a self-fulfilling prophecy

Question 28

Ball

Answer 28

National curriculum criticised for only focusing on British history > African and Asian history, promotes ‘Little Englandism’

Question 29

Fuller

Answer 29

study on Yr 11 black girls

Question 30

Mac an Ghaill

Answer 30

study on A-level students

Question 31

Sewell

Answer 31

4 categories that black boys fell into:
rebels
innovators
conformists
retreatists

Question 32

Mirza

Answer 32

3 types of teacher racism:
the colour-blind
the overt racists
the liberal chauvinists

Question 33

ROITHMAYR

Answer 33

‘locked-in inequality’