|
Answer
|
Hint
|
|
David Gillborn (2008, 2011)
|
2008 - This sociologist argues that Black Boys underachieve due to institutional racism in the education system. 2011 - This sociologist found Black students were unlikely to achieve the EBacc (a measure of achievement), as they were not entered for the combination of subjects. |
|
Cline et al (2002)
|
These people found: -Racism was common among pupils in schools. -Significant proportion of ethnic minority pupils reported race-relayed name-calling. -Traveller and Gypsy students also reported a significant amount of bullying and harassment. |
|
Nell Keddie (1973)
|
This sociologist argued that cultural deprivation = a victim blaming explanation, as minority ethnic group children are culturally different, not culturally deprived. They underachieve not because they lack language skills, parental support or aspirations, but because schools are ethnocentric: biased in favour of the dominant White culture.
|
|
Tony Sewell (1996, 1998, 2009)
|
1996, 1998 - Majority of Black Caribbean boys = 'Conformist' (tried to escape teacher stereotypes by accepting school), some 'Innovators' (maintained an anti-school/anti-teacher stance, but wanted the benefits of education), 'Rebels' (responded to racist schooling by forming a subculture of resistance) and 'Retreatists' (dropped out of school and Black subculture). Teachers often held the view that 'all' Black Caribbean boys were anti-school, anti-authority, macho boys - even though only a minority fitted this profile.
2009 -This sociologist sees Black boys underachieving as a lack of fatherly nurturing or 'tough love' (firm, fair respectful and non-abusive discipline). This results in Black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence, which leads to street gangs of other fatherless boys offering them 'perverse loyalty and love'. They present boys with media inspired role model of anti-school Black masculinity. This sociologist is quoted in saying, 'The biggest barrier facing Black boys is actually Black peer pressure. We need to talk about how Black students discourage their peers'.
Most Black students do worse than their Asian counterparts due to cultural differences in socialisation and attitudes to education. One group = nurtured by MTV, the other is clocking up the educational hours. This sociologist states that in Indian and Chinese families, children benefit from supportive families who have an 'Asian work ethic' and place a high value on education. |
|
Gareth Evans (2006)
|
This sociologist states that street culture in White working class areas can be brutal and so many young White boys have to learn to withstand intimidation and how to intimidate others. This can often be carried into school, causing them to underachieve.
|
|
Geoffrey Driver (1977)
|
This sociologist criticises Moynihan for ignoring positive effects of Black family structures on achievement, such as: providing girls with positive role models of strong independent women - argues this is why Black girls tend to be more successful in education than Black boys.
|
|
Gillian Vincent (2011)
|
This sociologist states that middle class Black parents are actively involved in their children's schooling, organising extra-curricular extra tutoring and make efforts to meet teachers/attend parents evenings. This sociologist found teachers treated these parents like they knew less about their children's education than White middle class parents - despite having similar qualifications, and that they expected middle class Black parents to be less interested in their children's education than middle class White parents.
|
|
University
|
Ethnic minority pupils are more likely to aspire to go to this educational institution than White-British pupils.
|
|
|
Answer
|
Hint
|
|
Ken Pryce (1979)
|
This sociologist compares Black Caribbean and Asian Families. He argues: -The experience of slavery was culturally devastating for Black people. Being transported and sold into slavery meant that they lost their language, religion and entire family system. -Asian families did not experience this, so their family structures, languages, and religions were not destroyed. |
|
Tehmina Basit (2013)
|
This sociologist studied 3 generations of family from British Asian (Pakistani and Indian of Muslim and Hindu faith) backgrounds in the West Midlands - Grandparents/parents/children: -All generations placed a high value on education - saw 'free state education' as a blessing as it offered more opportunities than in the country of origin. -Parents and grandparents placed considerable effort on helping children. -Even poor parents made sure there were quiet working and studying places for children - most children had their own homes and access to the internet. -Most parents expected their children to work hard and many were well qualified themselves, they helped their children with their studies. -All grandparents were from a working class background. Some parents had gained middle class jobs via educational success and wanted their children to be at least as successful. -Many lived in deprived areas and therefore did not attend the best schools. -"It was strikingly clear that education was viewed as a capital that would transform the lives of the younger generation.". |
|
Gary McCulloch (2014)
|
This sociologist states that the White working class also underachieve and have lower aspirations.
|
|
Daniel Moynihan (1965)
|
This sociologist's research is widely considered to be dated and right wing. He stated: -Many Black families = headed by lone mothers, means children are often deprived of adequate care due to struggling financially, as there is no male breadwinner. -Father's absence = lack of male role model. -Cultural deprivations becomes vicious circle, inadequately socialised children from unstable families, fail at school and become inadequate parents themselves. |
|
Gillborn & Youdell (2000)
|
These sociologists found there are lower expectations of Black and working-class students, and that teachers who hold negative stereotypes and negatively label, typically believe Black students may be: slow learners, lack concentration, or are poorly behaved. This may lead to low self-esteem, being streamed into lower sets and result in the self-fulfilling prophecy.
|
|
Gurnam Bhatti (1999)
|
This sociologist wrote about Pakistani, Bangladeshi and Indian pupils: -They observed racist attitudes by teachers: being ignored, not given a chance to answer questions in class, not being helped, not being given responsibilities, being unfairly picked on/punished. -Found that their parents were very supportive and had a high level of interest in their children's education. -Their parents often didn't know much about the daily processes within schools, organisation of schools and their children's experience in school. -Many parents who went into school, found the school unwelcoming. -Their parents' own level of education meant they were often unable to help their children, though these parents would like to have helped. |
|
Gillborn & Mirza (2000)
|
These sociologists stated in their report, "Educational Inequality: Mapping Race, Class and Gender" that Indian pupils do very well despite often not having English as their home language.
|
|
