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Cards In This Set
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Low self- esteem
What did Mizra 1992, find about black girls and self esteem? What did she say effected their achievement consequently? |
Low self- esteem
Found that black girls had a positive self esteem and high aspirations. The girls did experience discrimination but had strategies to minimise the effects of racism. It wasn't low self esteem that effected levels of achievement but being unwilling to ask for help and unwilling to choose certain subjects |
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Low self- esteem
What did Fuller 1980 find? |
Low self- esteem
Fuller found that afro-Caribbean girls in london resisted negative labelling and worked hard to gain success. |
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Low self- esteem
What two things can affect a pupils reaction to school? and how may pupil try to maintain their self esteem subsequently ? |
Low self- esteem
Negative labelling and racism can affect a pupils reason to school Pupils may use either a pro-school subculture or an anti-school subculture to maintain their self-esteem. |
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Factors outside school: languageWhat was seen as a barrier for kids from Asian and Afro-Caribbean immigrant families when they first arrived in the UK?
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Factors outside school:Language was seen as a barrier for Asian and Afro-Caribbean kids immigrant families when they first arrived in the UK
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Factors outside school: languageWhat did the swam report find out?
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Factors outside school: languageThe swan report found that language was not found to affect progress for later generations
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Factors outside school: languageWhat did Driver and Ballard find out
state the year |
 Factors outside school: languageIn 1981, drive and ballard found Asian children whose first language was not english were as good at english as their classmates by the age of 16 |
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Factors outside school: languageWhat would labelling theorist say about language being perceived as a barrier ?
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Factors outside school:labelling theorist would say that language might not be a barrier but dialects or having an accent might influence teacher expectations and lead to negative labelling.
For example a teacher might assume that a child isn't good at English because they have a foreign accent and put them in a lower set. |
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Factors outside school: family what have some studies shown?
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Factors outside school:familySome studies say that family life varies for different groups and this can influence achievement.
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Factors outside school:familyWhat do Driver and Ballard 1981 say about family and its effect on achievement?
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Factors outside school:familydriver and ballard 1981 say that close knit extended families and high parental expectations increase levels of achievement in Asian Communities
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Factors outside school:familyWhat do some sociologist say about the level of divorce and single parenthood ?
Talk about the independence of the afro Caribbean woman too |
Factors outside school:familySome sociologist say that the relatively high levels of divorce and single parenthood in afro Caribbean households could result in material deprivation.
However the independence of Afro Caribbean women can mean that girls get positive role models. |
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impact of ethnicity and social class:
Why should the matter of ethnicity and social class be put into this debate? |
impact of ethnicity and social class:
Factors inside and outside of school may not seem all that convincing. if you bring social class and material factors into the equation you get a more complex picture. |
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impact of ethnicity and social class:What did the swan report find out?
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impact of ethnicity and social class:It found that socio-economic status was a factor in the lower levels of achievement of afro Caribbean pupils.
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impact of ethnicity and social class:What groups were Pakistani, Bangladeshi and Afro-Caribbean were more likely to be put in?
What could this result? |
impact of ethnicity and social class:They were more likely to be in lower class positions such as routine occupations for example, assembly line workers, factory workers. and elementary occupations such as cleaners and labourers.
this may result in poor housing, periods of unemployment, poverty and material deprivation |
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impact of ethnicity and social class:What group were Chinese, African Asian and Indian groups more likely to be put in?
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impact of ethnicity and social class:Groups were more likely to be in higher class positions and less likely to experience material deprivation.
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The problems dual heritage children face:What are dual heritage children?
What are the percentage of them in London and UK |
The problems dual heritage children face:They are children whose parents are from different ethnicities.
Around 7.3% of London school pupils and 3.3% of all UK pupils are dual heritage. |
