5380307
Beschreibung
Karteikarten von Gertruda Dambrauskaite, aktualisiert more than 1 year ago
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Erstellt von Gertruda Dambrauskaite
vor mehr als 8 Jahre
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| Frage | Antworten |
| Why do ethnic minorities underachieve? | Because of inadequate socialisation at home |
| What are the three aspects of this? | Intellectual/linguistic skills attitudes and values family structures |
| Intellectual/linguistic skills | children from lower-income families lack intellectual stimulation - do not develop reasoning skills - leaves children unequipped for school |
| Bereiter and Englemann | low-income family language is inadequate |
| Evaluation | 2012: English pupils only 3.2 points ahead of non-English pupils when gaining 5 or more A*-C grades Gillborn and Mirza - Indian pupils still do well despite not having English as their first language |
| Attitudes and Values | Black children - sociolised into fatalistic 'live for today' attitude - does not value education - left unequipped for success |
| Family structures and Parental support (sociologists) | Moynihan Murray Scruton Pryce |
| Moynihan | Families lead by lone-parent mothers = children deprived of adequate care, struggle financially - lack of male breadwinner |
| (support Moynihan) Murray | High rate of lone parenthood = lack of adequate male role model = underachievement of some minorities |
| Scruton | Low achievement = failure to embrace mainstream British culture |
| Pryce (analysis) | Asian - family structures are more resistant to racism - gives greater self-worth = higher achievement Black Caribbean - less resistant to racism - lower self-esteem = underachieve |
| Sewell | Black boys underachieve not because of lack of role models but the lack of fatherly nurture/ 'tough love' - difficult for boys to overcome emotional and behavioural difficulties of adolescence. |
| Biggest difference between Asian students and Black students | Black students - nurtured by MTV Asian students - clocking educational hours |
| Black boys = subjects to powerful anti-school subculture - most boys in Sewell's study felt that pressure came from peers | (evaluation) Gillbourn - not peer pressure but institutional racism causes black students underachievement |
| Gangs offer black boys 'perverse loyalty and love' - presents boys with media-inspired anti-school black masculinity role models | (support) Arnot - 'the ultra-tough ghetto superstar, and image constantly reinforced through rap lyrics and MTV videos |
| Asian families | Indian and Chinese pupils benefit from supportive families that have 'Asian work ethic' that places higher value on education |
| Lupton (support) | Adult authority in Asian families is similar to the one that operates in schools - respectful behaviour towards adults is expected. |
| White working-class families | White working-class pupils often underachieve and have low aspirations |
| McCulloch | Ethnic minorities are more likely to aspire to go to university than white British pupils |
| Evans | Street culture in white working-class areas are brutal - pupils learn how to withstand intimidation and how to intimidate others. School becomes a place where power game of the streets play out by disrupting and making it difficult for pupils to learn. |
| Criticisms of cultural deprivation (sociologists) | Driver Lawrence Keddie |
| Driver | Cultural deprivation theory ignores positive effects of ethnicity on achievement. Black Caribbean families provides girls with positive role models of strong independent women |
| Lawrence | rejects Pryce's view that black pupils fail because their culture is weak and instead argues that it's because of racism |
| Keddie | Cultural deprivation = victim-blaming explanation. Ethnic minorities are culturally different not culturally deprived. They fail because the school is ethnocentric (favour white culture) |
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