sociologists from ethnic differences Flashcards
Rex
racial discrimination -> social exclusion - worsens poverty
EM more likely to be forced into substandard accommodation
Noon
letters to top companies
‘Evans’ and ‘Patel’
‘Evans’ received more help
Wood et al
closely matched job applications
2/3 from ethnic minority background
1 in 16 for EM
1 in 9 for white
Moynihan
black families headed by a lone mother -> inadequate care
lack of a role model of male achievement
Lupton
adult authority in Asian families is similar to the model at school - respectful and parents are supportive of behaviour policies
Pryce
black Caribbean culture are less resistant to racism
slavery- lost language and broke family structure
Gillborn and Mirza
Indian pupils do very well despite not speaking English at home
Bereiter and Engelmann
language spoken by low income families are disjointed, ungrammatical and unable to express abstract ideas
Sewell
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
Gillborn
not peer pressure but institutional racism that causes the systematic underachievement of boys
McCulloch
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
Palmer
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
Keddie
EM are culturally different not deficient
the fault is of the ethnocentric curriculum instead
Lawrence
underachievement of EM is the fault of racism more than low self esteem from their supposedly ‘weak culture’
Driver
theory ignores positive impact
e.g. black Caribbean creates strong independent women which may be why black girls usually do better than black boys
Sure start
should focus on a multicultural and anti racist education> compensatory education
Evans
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
Archer
3 types of pupil identities:
ideal
pathologised
demonised
Archer and Francis
‘positive negative stereotype’
Chinese pupils are seen as overachievers because they have to work to achieve good results so are not ‘ideal pupils’
Wright
Asian pupils were the victims of labelling too
left out of class discussions- teachers believed English language was superior
names mispronounced
felt marginalised
Foster
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
Gillborn and Youdell
-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)
Osler
-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
Troyna and Williams
more European languages taught than Asian
Tikly et al
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
Miriam David
National curriculum is ‘specifically British’, ignoring non-European languages, literature and music
Steven Strand’s analysis of LSYPE
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
Ball
National curriculum criticised for only focusing on British history > African and Asian history, promotes ‘Little Englandism’
Fuller
study on Yr 11 black girls
Mac an Ghaill
study on A-level students
Sewell
4 categories that black boys fell into:
rebels
innovators
conformists
retreatists
Mirza
3 types of teacher racism:
the colour-blind
the overt racists
the liberal chauvinists
ROITHMAYR
‘locked-in inequality’
