Sociology - Education

Front 1

Youth Cohort Study (2006)

Back 1

Indian and Chinese students are the most successful. Black students remain behind the national average. Performance of Bangladeshi has improved rapidly. Girls do better than boys in all ethnic groups. Young people from all ethnic groups are more likely to stay in education to 18 than whites.

Front 2

Connor (2004)

Back 2

Whites had the lowest participation rate in higher education. Highest rates were for Black African followed by Indians, Black other, Pakistani

Front 3

Bereiter and Engelmann (1966)

Back 3

Children from low income black families lack stimulation and enriching experiences.

Front 4

Bowker (1968)

Back 4

Identifies lack of Standard English as a reason for low achievement in low income black children.

Hint 4

Standard English

Front 5

Swann Report (1985)

Back 5

Estimated that social class accounted for at least 50% of the difference in achievement between ethnic groups. Without taking into account class positions, we may overestimate the effect of cultural deprivation and underestimate the effect of poverty and material deprivation.

Front 6

Gillborn and Mirza (2000)

Back 6

Indian pupils do well in school despite not having English as their home language.

Front 7

Murray (1984)

Back 7

High rates of lone parenthood and lack of positive role models lead to underachievement in Afro-Caribbean pupils.

Front 8

Moynihan (1965)

Back 8

As many black families are headed by women, they lack adequate care as mother is working and lack a positive adult role model of male achievement. Inadequately socialised children from unstable families fail at school and become inadequate parents themselves.

Front 9

Scruton (1986)

Back 9

Low achievement levels of some ethnic minorities results from a failure to embrace mainstream British culture.

Front 10

Pryce (1979)

Back 10

Black Caribbean culture is less cohesive and less resistant to racism so black pupils have low self-esteem and under achieve. The experience of slavery was culturally devastating for blacks.

Front 11

Driver and Ballard (1981)

Back 11

Asian family structure brings benefits. Asian parents have a more positive attitude to education, have higher aspirations and therefore provide more support.

Front 12

Lupton (2004)

Back 12

Adult authority in Asian families is similar to the model in schools. She found that respectful behaviour towards adults was expected from children and parents were more likely to support school behaviour policies.

Front 13

Khan (1979)

Back 13

Describes Asian families as 'stress ridden', bound by tradition and with a controlling attitude towards children, especially girls.

Front 14

Sutton Trust (2004)

Back 14

80% of ethnic minority pupils aspired to go to university against only 68% of white pupils.

Front 15

Evans (2006)

Back 15

Street culture in white working class areas can be brutal and so young people have to learn how to withstand intimidation and intimidate others. School becomes a place where the power games from the street are played out bringing disruption and making it hard for pupils to succeed.

Front 16

Driver (1977)

Back 16

Criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. Black Caribbean families are not dysfunctional and provide girls with positive role models of strong independent women which is why black girls tend to be successful in education.

Front 17

Lawrence (1982)

Back 17

Challenges Pryce's view and says black underachievement is not down to low self esteem but due to racism.

Front 18

Keddie (1973)

Back 18

Sees cultural deprivation as a victim blaming explanation. Ethnic minority children underachieve as schools are ethnocentric.