Topic 3- Education

Question 1

What is cultural deprivation as an external factor broken down into

Answer 1

1) intellectual and linguistic skills
2) attitudes and values
3) family structure and parental support

Question 2

How does intellectual and linguistic skills link to cultural deprivation?

Answer 2

Low income black families lack intellectual stimulation leaving them poorly equipped for school.
BEREITER AND ENGLEMANN- believe the language spoken by low income black american families is inadequate for educational success

Question 3

Who criticises bereiter and engleman and what do they say?

Answer 3

Gilbourn and mirza- They found that indian kids that do very well despite often not having English as a first language

Question 4

How does attitudes and values link to cultural deprivation?

Answer 4

The lack of motivation is a major cause of failure in black children. It is argued that black children are socialised into a w/c subculture.

Question 5

How does family structure and parental support link to cultural deprivation?

Answer 5

MOYNIHAN- many black families are led by a lone mother, struggling financially, this means boys don’t have a male role model.
PRYCE- black Caribbean culture is less resistant to racism which leads to low self esteem and underachievement

Question 6

What does sewell say about fathers, gangs and culture?

Answer 6

SEWELL- believes the lack of fatherly nurturing or ‘tough love’ that leads to underachievement in boys.

Question 7

What is said about asian families by sewell and lupton?

Answer 7

Sewell- believes asian and Chinese benefit from supportive families and have an asian work ethic.
Lupton- adult authority in asian families is similar to school

Question 8

What is said about white families by Mcculloch, lupton and evans?

Answer 8

Mcculloch- surveyed 16000 pupils wnd found ethnic minorities were more likely to aspire to go university
Lupton- ethnic minorities see education as a way up in society
Evans- white working class subculture is brutal and is replicated in schools disrupting school progress

Question 9

What is the answer to combat social class differences?

Answer 9

Compensatory education is used to overcome cultural dep for different ethnic groups

Question 10

What are criticisms of cultural deprivation in terms of ethnicity?

Answer 10

Driver- CD ignores the positive effects of ethnicity, black Caribbean families have strong independent women which are good role models

Lawrence- black students under achieve due to racism

Keddie- they are culturally different

Question 11

How does material deprivation effect ethnicity?

Answer 11

Palmer
1) half of ethnic minority children live in low income households compared to a quater of white
2) half of bangladeshi and pakistani workers earn under £7 an hour compared to a quater of whites
3) ethnic minorities are 3x as likely to be homeless
4) ethnic minorities are 2x as likely to be unemployed

Question 12

Why are Ethnic minorities materially deprived?

Answer 12

1) Many live in economically deprived areas, high unemployment and low wages
2) cultural factors may prevent them from working. ( niqab in muslim households)
3) A lack of language skills or foreign qualifications
4) Racism

Question 13

What are the criticism of material deprivation?

Answer 13

Madood- found although children from low income families generally did less well, the effects were much less for ethnic minorities compared to whites
Chinese and Indian kids who were materially deprived still did better than most

Question 14

What is racism in wider society?

Answer 14

Sociologists argue poverty stems from racism in society. Discrimination leads to social exclusion and results in poverty for ethnic minorities.
Wood et al - did 1000 applications to jobs, found 1/16 ethnic minorities received an interview compared to 1/9 white people

Question 15

What are the internal factors to ethnic differences in education?

Answer 15

1) labelling and teacher racism
2) pupil identities
3) pupil response and subcultures

Question 16

What did gilbourn and mirza find?

Answer 16

Found black children were the highest achievers in entry into primary school but the lowest at gcse level

Question 17

How does labelling and teacher racism link to ethnicity?

Answer 17

Interactionists found asian and black pupils are often seen as being far from the ideal pupil.

Question 18

What did gilbourn and youdell find about black pupils discipline and streaming?

Answer 18

1) Teachers are quicker to discipline black students- teachers have racialised expectations, expected black pupils to present behaviour problems and mistook behaviour as challenge to authority leading to teacher-pupil conflict
2) They found as a result of the A-C economy and educational triage, negative stereotypes about black pupils ability led them into lower sets and underachievement

Question 19

What did wright say about asain pupils?

Answer 19

Teachers held ethnocentric views, left asian pupils out of discussion due to their grasp on English, felt isolated when teachers disapproved their customs and mispronounced their names

Question 20

What did Archer find about pupil identities linking to ethnicity?

Answer 20

Found teachers dominant discourse tends to see ethnic minorities as lacking the favoured identity of the ideal pupil and constructs 3 different pupil identities

1) ideal pupil- white middle class achiever
2) pathologised pupil- see asian as the ‘deserving poor,’ conformist, over achiever
3) Demonised pupil- Black or white working class, under achiever

Question 21

What did archer find about Chinese pupils?

Answer 21

They over achieved through hard work and conforming.

Question 22

What are pupil responses and subcultures?

Answer 22

Pupils can rather become disruptive or work extra hard, due to racist labels
Mac and ghaill- Black and asian A level pupils found they didnt always accept the label.

Question 23

What is a criticism of pupil responces?

Answer 23

Fuller- Found black year 11 girls who over achieved ignored labels and channelled their anger to educational success

Question 24

What did sewell find in the variety in boys responses to racist labels?

Answer 24

1) the rebels- conformed to stereotypes, antischool ‘black macho lad’
2) the conformists- boys were keen to succeed
3) retreatists- disconnected from both school and black subcultures
4) innovators- pro education, but anti-school, didnt care about teachers

Sewell found teachers viewed all black boys as rebels and affected their achievement

Question 25

What is institutional racism and what is it broken down into?

Answer 25

Troyna and williams- differentiated between individual racism and institutional racism, institutional racism is discrimination built into the way institutions work

Broken down into: marketisation, ethnocentric curriculum, assessment, access to opportunities and the new iqism

Question 26

What is the critical race theory?

Answer 26

Racism is an ingrained feature of society not just intentional racism, its within institutions. Theorists describe it as ‘locked in inequality’

Question 27

What does gillbourn say about critical race theory?

Answer 27

He says ‘ ethnic inequality is so deep rooted and so large that it is practically inevitable feature of the educational system’

Question 28

How does marketisation and segregation link to ethnicity?

Answer 28

Gillbourn- marketisation allows for negative stereotypes to influence school admissions

Moore and davenport- selection processes can lead to ethnic segregation

This leads to an ethnically stratified education system

Question 29

What is the ethnocentric curriculum?

Answer 29

A curriculum that reflects the culture of one ethnic group

David- the nwtional curriculum is specifically british, ignores non European language, literature and music

Ball- History in British schools ignores black and asian history, promoting the attitude of ‘Little Englandism’.

Coard- it can produce underachievement, through teaching how they civilised the people the colonised, making them have a lower self esteem

Question 30

How are assessments linked to ethnicity?

Answer 30

Gillbourn- they are fixed to maintain the dominant cultures superiority, if black children succeed assessments will be ‘re-engineered’ due to failure

Question 31

How does the access to opportunities link to ethnicity?

Answer 31

Gillbourn- the gifted and talented programme, whites are 5x as likely to be indentified as gifted and talented compared to Black Africans

Tikley et al- Aiming high initiative was introduced to raise black Caribbean achievement, but blacks were still entered for lower tier GCSE exams

Question 32

What is the new IQism?

Answer 32

Gillbourn- natural intelligence has been discredited, assumptions based on potential are false and there isnt a measure for potential.

Question 33

What are criticisms of institutional racism?

Answer 33

Sewell- doesnt believe racism within schools is powerful enough to prevent educational success, it is due to external factors like boys anti-school attitude is due to a problem in the nurturing role of the farther

Question 34

How does gillbourn respond to criticisms about institutional racism?

Answer 34

He says that ‘model minorities’ hide institutional racism.
Chinese and indian students over achieving suggests schools are meritocratic, ignoring the fact they suffer racism similar to black Caribbean students.

Question 35

What is intersectionality?

Answer 35

Evans- we need to look at how ethnicity interacts with class and gender

Connolly- studied 5/6 year olds in a multi-ethnic and inner-city primary school environment. Found black boys were seen as disruptive and asian boys were passive and punished less and attributed bad behaviour to immaturity.