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Education key theorists
external factors
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Cards (13)
poor housing has direct and indirect effects
overcrowding: hard to study, nowhere to do homework and disturbed sleep
lack of space to play and explore
families in temporary accommodation may change schools often
health and welfare: greater risk of accidents, poor health from cold and damp
housing is
material deprivation
criticism of
cultural deprivation
-
keddie
claims we are
blaming the victims
the child's language is not the problem it is teachers attitude towards it
compensatory education
sugarman view
on wc culture
Fatalism
: belief in fate
Collectivism
: value being part of a group
Immediate gratification
: seek pleasure no not later
present-time orientation
: not having long term goals
Feinstein
view on parents education
MC
parents encourage active learning and exploration
WC
parenting style is more disciplinarian and focused on 'doing as your told' which limits self-control and independence
MC parents read to their children and take them on educational visits
MC parents buy educational toys, books and activities
douglas
says (
parent involvement
)
WC
parents place less
value
on education
they have less
ambition
,
encouragement
and take less interest in education
ethnic differences
-
racism
Rex
(1986)
racial discrimination
leads to
social exclusion
ethnic minorities
tend to be given
substandard
accommodation
wood
(
2010
) evidence of
direct discrimination
when applying for jobs ->
CVS
->
1 in 9
white
->
1 in 16
for ethnic minorities
reasons for
ethnic differences
-external
live in economically depressed areas with high
unemployment
and low wages
cultural factors prevent women working
lack of language skills and foreign qualifications
asylum seekers
not allowed to work
almost
half
of all
ethnic minority
children live in
low-income
households
EM
twice
as likely to be
unemployed
compared to whites
EM
3
times
more likely to be
homeless
criticicism of
cultural deprivation
black family structure
encourages black girls to be strong and independent (driver)
schools are
ethnocentric
white
achievement
ethnic minority
pupils are more likely to aspire to go to
university
than
white WC
white WC
parents
do not value education -> ethnic minorities
view
it as a
'way up in society'
white WC
street culture
is brutal -> intimidation
why do certain asians do well
Asian
families place high value and emphasis on
educational
success
adult authority
in Asian families is similar to the education system
sewell-fathers
,
gangs
and culture/
cultural
deprivation
It is not the absence of fathers it is the lack of
nurturing
and
‘Tough love’
> firm, fair, respectful and non-abusive
The absence of positive relationships means
black boys
look for love in street gangs which offer ‘perverse loyalty and love’
These boys present media inspired roles of anti-school, black masculinity
If
black bots
do well at school they are seen as a ‘sell out’
family structure
and support
50%
of
black families
are
lone-parent families
They cannot adequately
socialise
their children and the lack of
male role model
turns boys into
criminals
They become
bad parents
and it becomes a
cycle
Pryce
(
1979
) compares blacks to
Asians
:
Asian culture
Is more
resistant
to
racism
and gives a greater sense of
self worth
Slavery
was
devastating
for black culture > they lost
language
,
religion
and
family system
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