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Karteikarten von ashiana121, aktualisiert more than 1 year ago
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| Frage | Antworten |
| What are the three external factors that affect ethic differences in achievement? | Cultural deprivation Material deprivation and class Racism in wider society |
| What are the two main aspects of cultural deprivation? | Intellectual and language skills Attitudes, values and family structure |
| What do cultural deprivation theorists claim children from low income black families lack? | Intellectual stimulation |
| What does this mean they fail to do as a result? | Develop problem-solving and reasoning skills |
| Who argues that the language spoken by poorer black American families is ungrammatical and disjointed? | Bereiter and Engelmann |
| What do Bereiter and Engelmann argue this leaves these children unable to do? | Express abstract ideas - a major barrier to educational success |
| What do some cultural deprivation theorists argue about some children who do not speak English at home? | They may be held back educationally |
| Some cultural deprivation theorists argue that the subculture into which some black children are socialised into is _________ | Fatalistic |
| What is this subculture focused on? | Immediate gratification |
| What does this result in? | A lack of motivation to succeed |
| What may a lack of a male role model in many Afro-Caribbean families lead to? | Encouraging boys to form a 'gang-culture' |
| Who argues that the high rate of lone-parenthood leads to the underachievement in some ethnic minority pupils? | Murray |
| What kind of thinker is Murray? | New Right |
| How does Moynihan expand on this? | Absence of a male role model in matrifocal black families means children are inadequately socialised and as a result fail at school |
| What does Moynihan argue happens to these children because they fail at school? | They become inadequate parents themselves and continue a culture of poverty |
| Who argues that the Black Caribbean culture is less resistant to racism due to the experience of Black History and slavery? | Pryce |
| What does this result in (in terms of young people and achievement)? | Pupils have low self esteem and under-achieve as a result |
| Why does Kahn argue the Asian family is an obstacle to achievement, especially towards girls? | Asian parents take a controlling attitude towards girls and as a result they do less well than boys |
| Why is it argued that white working class pupils also underachieve? | - lower aspirations than other ethnic groups - working class subculture - lack of parental support |
| Which two sociologists gathered evidence that supports this view? | Evans and Lupton |
| What did Lupton study? | 4 working class schools with different ethnic compositions |
| What did the teachers report in the white working class schools? | Poorer levels of behaviour and discipline |
| What did they link this to? | The lower levels of parental support and the negative attitudes of working class white parents towards education |
| Why does Evans argue there is a strong pressure to reject school? | There is a street culture in white working class areas that can be brutal and is brought into school |
| What are the two examples of compensatory education? | Operation Head Start, Sure Start |
| Where did each of these take place? | Operation Head Start - USA Sure Start - UK |
| What was the aim of Operation Head Start? | To compensate children for the cultural deficit they are said to suffer because of their deprived background |
| What was the aim of Sure Start? | To support the development of pre-school children in deprived areas |
| What are the names of the three main criticisms of cultural deprivation? | Victim blaming Cultural exclusion Cultural domination |
| Who makes the argument of victim blaming? | Keddie |
| What is this argument? | Ethnic minority pupils are culturally different, not culturally deprived and they underachieve because the school is ethnocentric (biased in favour of the white culture) |
| What is meant by cultural exclusion? | Minority ethnic groups are disadvantaged because they are less aware of how to negotiate in the UK's education system - resulting in cultural exclusion rather than cultural deprivation |
| Who's argument is this? | Ball |
| What does Gerwitz expand this with? | Complex school application forms are an example of cultural exclusion practises |
| How does compensatory education cause cultural domination? | It imposes the dominant white middle-class culture on minority ethnic groups own culture |
| What is material deprivation? | Lack of physical or economic resources that are essential for normal life within society |
| Pakistanis and Bangladeshis are more likely to be ____ than whites | Poor |
| _____________ is higher for many minorties | Unemployment |
| Pay is ______ and overcrowding in the home more likely for ethnic minorities | lower |
| Which document argues that social class accounts for at least half the difference in educational achievement between ethnic groups? | Swann Report - 1985 |
| Which minority groups are most likely to be working class and therefore do worse in education? | Bangladeshi and Pakistani |
| What may material deprivation be a product of? | Racism in wider society |
| Why is this? | Members of minority ethnic groups may face discrimination in the jobs and housing market - more likely to have low pay/be unemployed - this affects their childrens educational opportunities |
| What are the three main internal factors that cause ethnic differences in achievement? | - Labelling - Pupil subcultures - Institutional racism |
| Why may labelling lead to under achievement? | Labelling - teachers treat them differently - children at a disadvantage - selffulfilling prophecy - underachievement |
| What two types of pupils have sociologists studied the labelling of? | Black pupils and Asian pupils |
| Who studied the Black Pupils? | Gillborn and Youdell |
| Gillborn and Youdell found that teachers had ___________ ____________ about black pupils | Racialised expectations |
| What is another word for racialised expectations? | Labels |
| How did teachers view black pupils? | - Expected more discipline problems - Saw their behaviour as threatening |
| Black pupils were more likely to be punished than other for ___ ____ _________ | The same behaviour |
| How did the pupils feel? | As though the teachers underestimated their ability and picked on them |
| What did Gillborn and Youdell conclude that conflict between white teachers and black pupils stemmed from? | Racial stereotypes that teachers have (rather than from the pupils actual behaviour) |
| What are the two reasons why this can cause underachievement? | - Higher levels of exclusions of black boys - Black pupils being placed in lower streams or sets |
| Which two sociologists did studies on Asian pupils? | Wright and Connolly |
| What did Wright find out about Asian primary school pupils? | They were stereotyped by their teachers and treated differently |
| In which 3 ways did this happen? | - teachers assumed the kids would have a poor grasp on English and so they used a simplistic language when speaking to them - teachers mispronounced childrens names - teachers saw Asian pupils as a problem that they could ignore |
| What happened as a result? | Asian pupils (especially girls) were marginalised and prevented from participating fully, affecting their self esteem |
| Connolly found that primary school teachers saw Asian pupils as ______ and _________ | Passive and conformist |
| In Connolly's study, both teachers and pupils saw Asian boys as more _________, _________ and less able to protect themselves | Feminine, vulnerable |
| Pupils may react to labelling by forming a pupil subculture. Who identified 4 types of black boy subcultures? | Sewell |
| What are these 4 types? | Conformist, innovators, retreatists and rebels |
| Which was the largest group? | The conformists |
| Give some characteristics of the conformists | Keen to succeed Accepted the schools goals Had friends from different ethnic groups |
| Which was the second largest group? | Innovators |
| Give some characteristics of the innovators | Pro-education, anti-school, valued success but not the teachers approval |
| What name is given to a tiny minority of isolated individuals that disconnected themselves from the school and from black subcultures outside school? | The retreatists |
| Give some characteristics of the rebels | Small but highly visible Rejected the schools goals Conformed to the 'black macho lad' stereotype Despised white boys Despised conformist black boys |
| What was the rebels' aim? | Achieve the status of 'street hood' |
| Which subculture did teachers tend to see all black boys as? | The rebels |
| What did this discrimination result in? | The underachievement of many boys, not just the rebels |
| Who found a similar response in Asian pupils (explain)? | O'Donnell and Sharpe - macho 'warrior' lad among Asian boys - they despised conformist Asian youths as weakings |
| Who did they study of the black girls in year 11 who continued to work hard despite negative labelling and didn't look for teacher approval? | Fuller |
| What did Mirza find about black girls strategies for dealing with teachers racism? | - e.g they didn't ask certain staff for help - this could restrict their opportunities - disadvantaged as a result, even thought they did not accept the negative labels |
| What is institutional racism? | Racism that is built in to the way institutions (schools and colleges) operate on a routine/unconscious basis |
| How is this different from teacher racism? | That is the conscious racism of the teachers |
| What is meant by ethnocentric? | Prioritising the culture of one particular ethnic group while disregarding/downgrading others |
| Which three sociologists have argued that the curriculum of British schools is ethnocentric? | Troyna & Williams David Bell |
| What do Troyna and Williams argue? | It gives priority to white culture and English language |
| What does David argue? | National Curriculum is 'specifically British' - teachers the culture of the 'host community' |
| What does Ball argue? | History curriculum in British schools creates a 'mythical age of empire and past glories' while ignoring the history of Black and Asian people |
| Who may minority ethnic groups suffer as a result of an ethnocentric curriculum? | They may feel as through they and their culture is not valued in education - this lowers their self esteem |
| Give two other examples of institutional racism, apart from the ethnocentric curriculum | Setting and streaming Governing bodies |
| What did a study on setting and streaming find? | Asian pupils constantly placed in lower streams Asian pupils less likely to be entered for GCSE exams |
| Who did the study on governing bodies? | Hatcher |
| What did Hatcher find? | Schools governing bodies gave a low priority to race issues They failed to deal with racist behaviour Lack forms of communication with ethnic minority parents |
| Who found that governing bodies were disproportionally white? | Ranson |
| The __________ procedures followed by schools can also be a from of institutional racism is they are used in a discriminatory way against minority ethnic groups | Selection |
| Which commission found racism in secondary schools admissions procedures? | The Commission for Racial Equality |
| What was there a lack of? | Information or application forms in minority languages |
| What was there present in entrance interviews? | Bias |
| What process may make this worse? | Marketisation |
| Why is this? | Marketisation increases the amount of selection in the education system |
| What does this create more opportunities for? | Negative stereotypes to affect school admissions |
| What might this make it more difficult for minority pupils to do? | Get in to high-achieving schools |
| What does the education system become as a result? | Racially segregated |
| What schools are minority pupils more likely to be in? | Unpopular, unsuccessful schools |
| What did Gerwitz find that Asian parents did? | Self-segregation : avoiding rough schools with a rep for racism, opting for schools they saw as safe and with firm discipline |
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