Summary AQA A Level Sociology Paper 1 Revision Notes on Ethnic Differences in Education
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Course
Ethnic Differences in Education
Institution
AQA
This document summarises the topic of ethnic differences in education for paper 1 in sociology. It includes external factors, such as cultural and material deprivation linked to ethnicty, as well as internal factors, such as labelling, institutional racism and pupil identities.
EXTERNAL FACTORS: CULTURAL AND MATERIAL DEPRIVATION AND ETHNICITY
Factor STUDY or EXAMPLE related to ethnicity How does this impact EVALUATION
educational attainment ?
Lack of intellectual and linguistic skills causes underachievement for minority children. Children who do not speak This is anti-black linguistic racism.
Intellectual Children from low-income black families lack intellectual stimulation, so they are poorly English at home may be held April Baker-Bell: white mainstream
and equipped for school as they have not developed reasoning and problem solving skills. back at school. English dominates the education
linguistic system - linguistic violence.
skills Bereiter & Englemann: language spoken by low-income black American families is poor Leaves children poorly Indian pupils do well in school
for educational success. Ungrammatical, disjointed, cannot express abstract ideas. equipped for school. when English is not their first
language.
Lack of motivation causes the failure of black children. Most children are socialised into Black children are socialised Black Carribean girls do not lack
Attitudes & the mainstream culture, which instils ambition, competitiveness and willingness to into a fatalistic subculture that motivation. Families have positive
values make sacrifices to achieve long-term goals. This equips them for success in education. does not value education and role models of independent
leaves them unequipped for women, opposing ideas of bad
success. attitudes etc.
Moynihan: as many black families are headed by a lone mother, children are deprived Boys lack a role model of male This argument targets one ethnic
Family of adequate care as she struggles financially due to no male breadwinner. The father’s achievement, don’t have group and victim blames the lone
structure & absence means boys lack a male role model of achievement. anyone to look up to so they mother.
parental feel unmotivated.
support Sewell: Black boys underachieve due to a lack of fatherly nurturing. Street gangs offer Financial problems could be the
black boys ‘perverse loyalty and love’, giving boys a media-inspired role model of anti Sewell: anti-school black reason and not the mother.
(Failure to school black masculinity. Black boys are prone to powerful anti-educational peer masculinity, influenced by
socialise pressure. media role models. Black It is not peer pressure but
children is students do worse due to their institutional racism in the
due to a Scruton: low achievement of EM are from a failure to embrace mainstream British cultural differences in education system that
dysfunction culture. socialisation and attitudes in systematically produces failure
al family education. within black boys.
structure) Pryce: Asians are high achievers because their culture is more resistant to racism,
giving them a sense of self-worth. Black Caribbean culture is less resistant, so they have Black pupils have a low self-
low self-esteem and underachieve. The difference is the result of the differing impact esteem.
of colonialism on the two groups. The experience of slavery was devastating for black
, communities – lost their freedom, language, religion and family system. Asian did not
lose their family structures, languages and religions.
Lupton: Indian and Chinese pupils benefit from supportive families that have an ‘Asian
work ethic’ and place high value on education. Adult authority in Asian families is
similar to schools. Respectful behaviour towards adults is expected from children.
Lupton: Teachers reported lower levels of behaviour and discipline in white w/c
schools. Teachers blamed this on lower levels of parental support and negative
attitudes of white w/c parents towards education. EM parents see education as a “way
up in society”.
Factor STUDY or EXAMPLE related to ethnicity How does this impact EVALUATION
educational attainment?
W/c are more likely to face poverty and material deprivation. Educational failure is due to Less ability to do homework if Research supports how
poor housing, low income. Ethnic minorities are more likely to face these problems. Palmer: their home is cold, damp or ethnicity and material
● ½ of EM children live in low-income households, as against a ¼ of white children. overcrowded. deprivation and class have
● EM are twice as likely to be unemployed compared with whites. an impact on a student’s
Material ● ½ of Bangladeshi and Pakistani workers earned under £7 per hour, compared to ¼ of Fear of debt means less likely educational success.
deprivatio white British workers. to go to university, less chance
n and class EM are more at risk of material deprivation due to unemployment, low pay and of educational success.
overcrowding.
● Many live in economically depressed areas with high unemployment and low wage Eligibility of FSM has an impact
rates. on achievement.
● Cultural factors prevent women from working outside the home.
● A lack of language skills and foreign qualifications not being recognised by employers.
More likely to affect recently arrived groups - most members of established minority
groups are fluent in English.
● Racial discrimination in the labour market.
Poverty is the product of racism. Low pay which in turn has a Studies from Wood and Rex
Rex: racial discrimination leads to social exclusion - this worsens poverty faced by EM. In negative effect on their child’s shows how these theories
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