Examine the reasons for differences in educational achievement between different ethnic groups
Examine the reasons for differences in educational achievement between different ethnic groups I believe that this is an important issue to consider as research has shown that whilst Afro-Caribbean males are at the very bottom in terms of achievement, West Indian females tend to do even better than white females at GCSE. Sociologists such as Cecil Wright link educational achievement with teacher racism and labelling whilst other sociologists such as Charlotte Brookes link it with cultural deprivation: issues concerned with ethnicity. Ethnic groups contain people who share a common history, custom, identity and in most cases language and religion. The issue of 'differences in educational achievement' is regarded as 'differential educational attainment' which refers to the tendency for some groups to do better than others in terms of educational success. In this essay I aim to examine reasons that cause the differences in educational achievement and how this links to the different ethnic groups. Evidently there is a wide variety of ethnic groups for example; Chinese, Bangladeshi, Indian, Asian and Afro-Caribbean and I wish to centre my focus on the educational achievement of Afro-Caribbean and Asian students. It is evident that Afro-Caribbean pupils do not achieve as well as other ethnic groups as in comparison at degree level, they are at the very bottom, with Chinese at the
Assess whether those from ethnic minorities achieve less in education than those from other ethnic groups
* Assess the view from a sociological perspective that ethnic minorities tend to perform less well in education than other ethnic groups Broadly speaking, research has shown that ethnic minorities tend to do less well than other members of the population. However there are some important variations between and within ethnic groups. Some research has shown that some ethnic minorities are particularly successful. In a study by Mahood 1997, evidence showed that in 1994, the educational qualifications of ethnic minorities had improved considerably. In a study of 5,196 Caribbean and Asians and 2,867 whites, Chinese, African Asians and Indians were better qualified than whites. This supports the Swann report 1985, which found in a survey of five LEA's that Asians did almost as well as whites. Based on data from the government sponsored Youth Cohort Study of 16-19 year olds from 1989 to 1999, it was found that the proportion gaining five or more GCSE's at grade C or above has risen form 32.8% to 47.9% and has risen for each ethnic group. In the 18 year old Youth Cohort Study, the evidence showed that the gap was narrowing in terms of achievement between whites and ethnic minorities. Further findings included that in 2002, Black and Indian ethnic groups were more likely to achieve A/AS levels than whites, and in general, all ethnic minorities were more likely to be in full time
I have decided to base my topic upon police and stereo typing, and whether they treat ethnic minorities differently to white people.
RATIONALE I have decided to base my topic upon police and stereo typing, and whether they treat ethnic minorities differently to white people. The police force's relationship with ethnic minorities are said to be very shaky, and at times reach boiling point. The metropolitan police force has had accusations of institutionalised racism, especially with cases such as Stephen Lawrence. I, however, live in a southern city were such accusations are not as widespread, this could partly be due to rumours that the media covers them up. My aim is to investigate whether specific groups of ethnic minorities feel as if they are being treated differently by the police than white people, and if so to what degree. I will be talking to 16 - 26 year olds as my target audience. I intend to use questionnaires to conduct my research. I am hoping that patterns will emerge so that results can be compared and distinguished. My goal will have been met once I have discovered if different ethnic groups perceive that the police treat them differently. CONTEXT There is a lot of work and evidence, both written and oral, linked to my topic of ethnic groups and their perception of police behaviour. For many critics this is linked to the concept of institutional racism. Carmichael and Hamilton in 1968 described institutional racism as covert, Robert Blauner agreed and saw it as dwelling in 'the
Ethnic minorities remain concentrated in the inner areas of many MEDC cities. Evaluate this statement with reference to specific examples from your studies.
Ethnic Minorities Ethnic minorities remain concentrated in the inner areas of many MEDC cities. Evaluate this statement with reference to specific examples from your studies. (Carr P175-P180 and Independent Review) It can be said that ethnic minorities do remain concentrated in the inner areas of many MEDC cities, as can be seen in the 1991 census data, which shows disproportional numbers of ethnic minorities in London and major cities in the Midlands and the North of England. This can also be seen in the USA but is more significant as ethnic minorities make up a much lager proportion of the population, due to the higher rate of natural increase amongst the Hispanic and Asian segments of the ethnic groups, as well as their continued immigration into the cities. A centre for such cultural diversity in the USA is New York, which has the highest proportion of ethnic minorities amongst its population. The distribution of ethnic minorities around the county is also similar with the UK and USA for example most black people are concentrated in the north of the USA and most Hispanic people are concentrated to the South and the West Coast. Ethnic minorities have always traditionally been concentrated in central areas ever since the first wave of immigration in 1948-1968 where they left the unemployment and poverty in their own country to look for work in semi skilled low paid
Changes in the social structure of education and its impact on class and gender inequalities
CHANGES IN THE SOCIAL STRUCTURE OF EDUCATION AND THE IMPACT ON CLASS AND GENDER INEQUALITIES Social structures are constructed frameworks of institutions within a social group that shape their members' behaviours and identities. The social context of our lives is not just a series of random events but is patterned in distinct ways and regulates the way we behave and how we develop relationships with one another. Knowledge of social structures and processes, whether they are economic, political, educational, military or religious, makes us aware of the forces that shape our lives and enable us to resist them or set about changes. The organisations and activities of these structures become the norms for our society. Every structure of society will have a relationship between that structure and social divisions and inequalities within society. Social divisions are defined as "substantial social differences between two or more categories of people" (Payne, G, 2006, p. 3). Divisions can overlap and interrelate and can consist of material and cultural differences. Since World War II reforms and political strategies have been put in place to attempt to provide more equality in our society but have they succeeded or simply heightened social inequality? Education is an important issue as it is through education that children learn the common values in their society,
Examine the differences between the birth and death rate in the 1900s
January 2009 Examine the differences in the Birth and Death rates in the UK since the 1900s... The term Birth Rate, is given to the number of live births of the population per thousand. Over the past century, the birth rate has been declining in Britain, from 28 per 1,000 to about 11 per 1,000 in 2005. This means the average household size has decreased from about 6 children per family in the 1870s to around 1.8 per family in 2004. This is due to more effective contraception as well as it being more affordable and due to society's attitudes to the use of contraception have changed making it more socially acceptable, this partly to do with the growth of secularization and the declining influence of the church. Also due to the legalisation of abortions in 1967, the termination of unwanted pregnancies has become easier. Another would be the introduction of compulsory education for children from 1880 due to the laws on children working; this resulted in children being less of an economic asset that could contribute to the income and welfare of the family. Children have therefore become an economic liability band a drain on parental resources because the parents have to support their children through compulsory education and often post 16, therefore parents tend to limit their family size so that they are able to secure a higher standard of living for themselves and their
In recent years the gender composition of the work force has been changing. Looking at tables 1.1, 1.2 and 1.3 what are the basic changes and how are they complicated when ethnicity and age are brought into consideration?
Work and Unemployment . In recent years the gender composition of the work force has been changing. Looking at tables 1.1, 1.2 and 1.3 what are the basic changes and how are they complicated when ethnicity and age are brought into consideration? . In 1971, 26 million of the population, were in employment. In 2001, the number of people in work increased to 29.4 million. Although the number of people in empolyment has increased over the past thirty years, a more significant change, is the increase of women in employment, in relation to men.1971 illustrates only 10 million women worked, compared to 16 million men. The workforce totalled 26 million, but by 2001 the workforce increased to 29.1 million. Male employment had only increase by 200,000, but female representation increased by 2.4 million. Table 1.1 suggests, this trend will continue, with females closing down the gap between male and female employment. Table1.2 focuses on the economic activity rate by ethnic group, gender and age. The table shows that the gap between male and females between the ages of 16 - 64 varies, depending on your ethnic group. Although in table 1.1, results showed the closing gap between males and female in employment, this would only apply to; White, Black Caribbean, Black Africans and Chinese ethnic groups. If you compare the amount of Indian, Pakisatni and Bangladeshi males in employment,
Black Feminism
Black Feminism The theme of this essay will look at black feminist perspectives on gender, firstly from this perspective a black women's experience provides stimulation of the feminist awareness. Black feminism writings highlights the importance of aspects of the past, which inform the current issues facing black women. The writings of American black feminists emphasise the influence of the powerful legacy of slavery, segregation and the civil rights movement on gender inequalities in the black community. They point out that early black groups of women at the early part of the century supported the campaign for women's rights, but realised that the question of race needed recognition. Black women have always suffered from discriminated based on their skin colour and gender. In recent years, black women have not been central to the women's liberation movement, taking control of their identities much less, than of concepts of their race. The oppression of black women is visible in different locations compared to that of white women. Black feminism argues, therefore, that any theory of gender equality, which does not consider racism, should not claim to explain black women's oppression adequately. Class dimensions are another factor, which needed acknowledgement, particularly, in the case of the black women, also black women in the labour market, which will be touched upon
Why are girls doing better than boys in school?
Research question Why are girls doing better than boys in school? Hypothesis Girls are doing better than boys because of social stigmas attached to the different sexes and expectations of society. The attitudes of the children and peer pressure are also to blame. Investigation I am investigating this hypothesis because I am interested in gender differences and would like to find out why girls are doing better than boys. For my secondary research I am going to investigate my hypothesis by looking at newspaper articles and analysing exam results. For my primary research I am going to observe 2 classes in a covert participant observation, one year 10 class and one year 12 six form class. This way I can see if there is a difference at A level than G.C.S.E level. I will observe their behaviour, work rate and relationship with the teacher. I will hand out a questionnaire to teachers and pupils with an equal ratio of males and females. I think these methods are best to use because I can get an understanding of how men and women view this issue differently and why people think this is happening. My target population are teachers and pupils. I will pick a random sample, although I will choose equal numbers of males and females. I may have problems with my research because I people may not necessarily behave the same way if they suspect I am observing them and they may not
Assess the usefulness of participant observation as a research method for sociologists.
Assess the usefulness of participant observation as a research method for sociologists. Ensure you use source material in your answer. Participant observation is where the sociologist joins a group of people and studies their behaviour while participating in the same activities. It can be covert (the group don't know they are being observed and see the sociologist as another member of the group) or overt (the group are aware they are being observed). Interpretists study society by looking at the individuals within the society and then working up to the society as a whole. They believe that society is the product of interaction - meaning when people come together in social groups. Interpretivists prefer methods such as unstructured interviews and observation because these uncover the meanings behind action and emphasise validity. Such methods attempt to see the social world through the eyes of the people who inhabit it by studying their everyday life or by letting those being studied speak for themselves. Interpretivist sociologists believe that it is only by participating fully in the activities of the group that they are studying that they can understand the subject's point of view, their cultural meanings etc. They believe that participant observation is more useful than other methods because it is naturalistic. Behaviour is observed in its everyday setting. Experiments
