sociology ethnicity and achievement

Question 1

what are some patterns of achievement

Answer 1

chinese and indian pupils perform above average but within asia groups there is considerable variation with pakistanis and bangladeshis performing within average range
black caribbean pupils perform below average
white pupils perform within average range
in all ethnic groups middle class do better than working class

Question 2

what is intellectual and linguistic skills

Answer 2

low income black families lack intellectual stimulation and enriching experiences- poorly equipped for school and they have not been able to develop reasoning and problem solving skills

Question 3

what did bereiter and englemann say about intellectual and linguistic skills

Answer 3

consider the language spoken by low income black american families as inadequate for educational success- ungrammatical and disjointed and uncapable of expressing abstract ideas

Question 4

what did the PSI study find about intellectual and linguistic skills

Answer 4

found lack of fluency in english in asian households, amongst men nearly everyone spoke english fluently but amongst women about a fifth of pakistani and bangladeshis were not fluent

Question 5

what did gillbonr and mirza say about intellectual and linguistic skills

Answer 5

very high attainment of indian pupils suggest that having english as an additional language is not a barrier to success

Question 6

what did demie say about intellectual and linguistic skills

Answer 6

percentage of pupils attaining expected outcomes or above at ks2 and gcse increased as the stage of proficiency in english increased
pupils in the early stage of english proficiency performed at low lebels while the achievement of eal pupils who were fully fkuent in english far outstripped that of pupils for whom english was their only language

Question 7

what are attitudes and values

Answer 7

rather than being socialised into the mainstream culture which instills ambition competitiveness and the willingness ro make the sacrifices required to achieve long term goals
black children are socialised into a subculture that instills live for today attitude that does not value education and leaves them unequipped for success

Question 8

what is the family structure and parental support

Answer 8

failure to socialise children adequately is the result of a dysfunctional family structure

Question 9

what did moynihan say about family structure and parental support

Answer 9

black families ar eheaded by lone mtothers and lack adequate care due to financial struggle which leads to long hours of work
children from unstable families go on to fail at school and become inadequate parents- cycle where adequately socialised childrne go on to fail school and become inadequate parents themselves

Question 10

what did murray say about family structure and parental support

Answer 10

high rate of lone parenthood- lack positive male role model- underachievement of some minorities

Question 11

what did driver say about family structure and parental support

Answer 11

argue cultural deprivation theorists ignore positive effects of ethnicity on achievement
black caribbean family far from being dysfunctional provides girls with positive role models of strong independent women- black girls more successful in education than black girls

Question 12

what did sewekk say about family structure and parental support

Answer 12

problem for black boys is not the absence of father but the absence of fatherly nurturing or tough love
black boys find it difficult to overcome emotional and behavioural difficulties of adolescence
boys turn to street gangs of other fatherless boys who perverse loyalty and lvoe which presents boys with media insprired role model of anti school black masculinity
black boys subject to powerful anti educational peer group pressure
greatest barrier to success was pressure from other boys
speaking in standard english and doing well at school was viewed with suspicion by peers and sseen as selling out to white establishment

Question 13

what did pryce say about family structure of parental support

Answer 13

asians resistant to racism and have higher self worth
black caribbean culture is less cohesive and less resistat to racism
impact of slavery has been culturally devastating with people losing their language religions and family structures- produces low self esteem and consequent underachievement
lawrence- black pupils underachieve not becaue of low self esteem but because of racism

Question 14

what did driver and ballard say about family structure and parental support

Answer 14

south asian parents have high aspirations for their childrens education despite habing little formal education themselves

Question 15

what did pilkington say about family structure and parental support

Answer 15

cohesiveness of asian families assist in high educational achievement
african caribbeans have family cultures that are not as conductive to educational success
gilbborn and mirza- afircan caribbean receive greater encouragment to pursue further education than other ehtnic groups

Question 16

what did lupton say about family structure and parental support

Answer 16

teachers reported poorer level of behaviour and discipline in white working class schools- blamed on lower levels of parental support and negative attitude white working class parents have towards education

Question 17

what did evans say about family structure and parental support

Answer 17

street culture in white working class areas can be brutal and so young people have to withstand intimidation and intimidate others
school can become place where the power games that young people engage in on the street aer played out again bringing disruption and making it hard for pupils to succeed

Question 18

what is the evaluation to family structuer and parental support

Answer 18

keddie- culture as a victim blaming explanation- ethnic minority are culturally different not culturally deprived
underachieve bevause schools are ethnocentric

Question 19

give some statistics about material deprivation

Answer 19

palmer- almost half live in low income households compared to a quarter white families, three times more likely to be homeless
they live in economically depressed with high unemplyoment and low wages, racial discrimination is the labour market and housing markets
those entilted to fsm ethnic minority groups achieve greater success than white british pupils

Question 20

what does rex say about racism in wider society

Answer 20

shows how racial discrimination leas to social exclusion and how this worsens the pverty faced by ethnic minorities, housing- discrimination minorities more likely to be forced into substandard housing than white people of the same class

Question 21

what did wood say about racism in wider society

Answer 21

used study to send 3 closely matched job application forms to employers, applications appeared to come from white applicants and from ethnic minority group, only one in sixteen ethnic minority applicants were offered interview compared to one in nine white applicants

Question 22

what did gillborn and youdell say about black pupils and discipline

Answer 22

racism continues to play an important part in disadvantaging ethnic minorities
expectations held of black pupils were low and through a system of educational triage they were denied access to sets groups and exams to give them best chance of success
tend to be labelled as troublemakers and seen as disruptive
labelling is likely to result in self fulfilling prophecy where black students become disruptive and low achieving

Question 23

what is black pupils and discipline

Answer 23

teachers quicker to discipline black pupils- racialised expectations
expected black pupuls to present more discipline provlems and misinterpreted behaviour as threatening
pupi;s reacted negatively and lead to more conflict
black pupils felt teachers underestimated their ability and picked on them
result of a-c economy triage black pupils more likely to be in lower sets

Question 24

what did wright say about asian pupils

Answer 24

asian pupils subject to labelling, teachers took for granted british culture and standard english were superior which affected how they related to asian pupils, assumed they would have a poor grasp of english and left them out of class discussions, used simplistic language, felt isolated when teachers expressed disapproval of their customs or mispronounched their names, didnt see them as a threat but a problem they could ignore, asian girls were marginalised and prevented from fully participating

Question 25

what did mac an ghail say about asian pupils

Answer 25

not direct relationship between teacher expectation and achievement
the way students perceived and responded to schooling varied and was influenced by ethnic group gender and class composition of their former secondary, some girls felt their experience of attending an all girls secondary gave them greater academic achievement commitment that helped them overcome negative labels at college

Question 26

what did archer say about pupil identities

Answer 26

teachers dominant discourse define ethnic minority pupils identities as lacking favoured identity of ideal pupil
ideal pupil identity- white middle class, masculinised identity with normal sexuality seen achieving in the right way through natural ability and initiative
pathological pupil- asian deserving poor, feminised identity asexual or oppressed sexuality, seen as conformist culture bound over achiever a slogger who succeeds through hard work rather than natural ability
demonised identity- black or white owrkingclass hyper sexualised identity seen as unintelligent peer led culturally deprived underachiever

Question 27

how are pupils seen

Answer 27

black- demonised loud challenging unaspirational
asian girls- docile and passive
chinese- pathologised and seen as getting success the wrong way through hardwork passive conformism rather than natural ability

Question 28

what does fuller say about pupil responses and subcultures

Answer 28

group of black girls in y11, higher achievers, chanelled their inner anger about lebelled into pursuit of educational success, didnt seek approval of teachers and conformed only as far as school was concerned, didnt limit their friends to other academic achievers and remained friends with other black girls in lower streams, worked conscientiously but gave the impression of not doing so and showed lack of concern for school routines, relied on their efforts
succeed even wehn refused to conform and leblling doesnt lead to failure, girls rejected negative label and remained determined to succeed

Question 29

what did mac an ghail say about pupil responses and subcultures

Answer 29

black and asian a level students drew similar conclusions- students responded to negative labels based on ethnicity gender and previous schools

Question 30

what did mirza say about pupil responses and subcultures

Answer 30

other strategiies adopted by ambitious black girls didnt always succeed, racist teachers discouraged black pupils from being ambitious through advice given about careers and option choices often discouraging them from aspiring to professional careers
colour blind teachers- believed all pupils equal but didnt challenge racism
liberal chauvinists- saw black pupils as culturally depirved and held low expectations of them
overt racists- believe blacks inferir and actively discrimate against them
avoid teacher racism- selective about what staff to ask for help, getting on with their own work in lessons without taking part and choosing certain subjects to avoud certain teachers

Question 31

what did sewell say about peer responses and subcultures

Answer 31

black boys respnd in certain way to racism
rebel- represent minority but most visible group, excluded from school and rejected both rules and goals of school, expressed their opposition through peer group membership conforming to anti school black macho lad
conformists- majority, keen to succeed, accept rules and goals, had friends from different ethnic groups, not part of subculture and were anxious to avoid being stereotyped by teachers and peers
retreatists- tiny majority isolated individuals, disconnected from both school and black subcultures, despised by rebels
innovator- represented second largest group, pro education but anti school, valued success didnt seek approval of teachers and conformed only as far as school work was concerned, maintained credibility with rebels

Question 32

what did the commission for racial equaity say about marketisation

Answer 32

racism in school admissions means ethnic minorities are likely to end up unpopular schools, pupil reports from primary schools that stereotype minority pupils, racial bias in interviews for school places, lack of info and application forms in minority languages, ethnic parents unaware of how the waiting list system works and importance of deadlines

Question 33

what did smith and tomlinson say about marketisation

Answer 33

schools to be tolerant of all ethnic groups, lack of antagonism beyween students from different ethnic groups, ofsted showed exclusion for indian bangladeshi chinese students lower than for white students

Question 34

what is curriculum bias and ethnocentrism

Answer 34

builds racial bias- english lit history re, tended to achievements of white european christian people, black students feel low self worth and esteem

Question 35

what does ball say about curriculum and ethnocentrism

Answer 35

ignores ethnic diversity and promote attitude of little englandism- history recreate mythical age of empire and past glories ignoring history and black and asian people,
doenst include history of black poeple and foriegn languages taught are primarly european

Question 36

what does gillborn say about assessments

Answer 36

assessment game rigged to validate dominant cultures superiority
baseline assessments measure ability- black pupils highest achievers and suddenly became the lowest after entry
fsp based on teachers judgements but baseline assessments used written tests, baselines were at the staty of primary but fsp were end of reception, increase the risk of teachers stereotyping affecting the results

Question 36

what does gillborn say about assessments

Answer 36

assessment game rigged to validate dominant cultures superiority
baseline assessments measure ability- black pupils highest achievers and suddenly became the lowest after entry
fsp based on teachers judgements but baseline assessments used written tests, baselines were at the staty of primary but fsp were end of reception, increase the risk of teachers stereotyping affecting the results
the image of indian and chinese as hardworking modek minorities perform ideological function- conceals fact education in institutionally racist- makes system seem fair and meritocratic they do well because they make the effort and take advantage of opportunities offered, justifies failure of other minorities they fail because they are unable or unwilling to make effort due to uninspirational home culture, ignores fact model minorities ignore that they still suffer racism chinese report similar levels of harrassment to black caribbeans

Question 37

what is the evaluation to assessments

Answer 37

cant fully account- ignores asian culture and yet indian and chinese achievement is above national average casting doubt on impact of ethnocentric curriculum on pupil achievement

Question 38

what is white priority and monsterisation of race equality

Answer 38

white- perform within the average range but chinese and indian perform above average
white british underachievement framed as a number one priority- argued portrays white people vitims of race equality initiatives, leads to situation where concerns about racism silenced by being labelled racist (gillborn)