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Explaining the long term decrease in the death rate

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Explaining the long term decrease in the death rate

What are the Trends?

  • The death rate has halved in the last century, declining from 19/1000 to 10/1000 today.
  • In the first part of the century,most of this decrease was due to fewer children dying of infectious diseases, later on in the century, the continued decline is due to people living longer into old age.
  • The major causes of death have changed – from mainly being due to preventable, infectious diseases in the early part of the century to ‘diseases of affluence’ such as heart disease and cancers today.
  • There are considerable variations in life expectancy by gender and social class – people in the poorest parts of Glasgow die before 60, in the wealthiest parts of the UK (e.g. Kensington) life expectancy is nearer 90.

Explaining the decrease in the death rate

1. Economic growth and improving living standards

There are number of ways in which this had led to a decline in the death rate:

  • better food and nutrition (which in turn is related to better transport networks and refrigeration) which has meant that children are better able to resist infectious diseases, reducing the infant and child mortality rates. This is estimated to account for 50% of the decline in the death rate.
  • Better quality housing – Better heating and less damp, means less illness.
    Smaller family sizes – as people get richer they have fewer children, which reduces the chances of disease transmission.
  • More income = more taxation which = more money for public health services.
  • Evaluation – It’s worth noting that not all people have benefited equally from the above advances. The wealthy today have longer life expectancy than the poor, who still suffer health problems related to poverty.
  • Evaluation – In terms of food and nutrition, obesity is now becoming a serious problem – more food doesn’t necessarily mean better nutrition.

Medical Advances

  • Mass immunisation programmes limited the spread of infectious diseases such as measles.
  • Important in improving survival rates from ‘diseases of affluence’ such as heart disease and cancers.
  • Only really significant since the 1950s.
  • Evaluation – It’s easy to fall into the trap into thinking that modern medicine is the most important factor in improving life expectancy, it isn’t – economic growth, rising living standards and improvements in public health are more important.

Social Policies

  • The setting up of the NHS
  • Health and safety laws – which legislate so that we have clean drinking water, food hygiene standards and safe sewage and waste disposal
  • The clean air act and other policies designed to reduce pollution
  • Health and Safety laws at work.
  • Evaluation – These are largely taken for granted, but they are important!

Other factors

  • There is greater knowledge and concern about health today
  • The decline of manual work means work is less physical and exhausting and less dangerous.

Overall conclusion/ analysis points

  • 3/4s of the decline between the 1850s and 1970 was due to the reduction of infectious (fairly easily preventable) diseases such as Cholera, and improved nutrition accounts for half of this reduction. In these early years
  • More recently, the decrease in the death rate has been due to improving survival rates from heart disease and cancers.
  • The declining death rate is not necessarily all good – in the last decades we have witnessed a declining death rate and a declining birth rate – and so we now have an ageing population, which requires society to adapt in order to meet the different demands of differently structured population.

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Explaining changes to the Birth Rate

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Explaining changes to the birth rate

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Trends in the Birth Rate and Total Fertility Rate

  • Between 1901 to 2010 the birth rate declined from 29 per thousand to 13 per thousand
  • The Total Fertility Rate has also seen a general decline in the last century, from a peak of almost 3 babies per woman in the 1960s to a low point of about 1.6 babies per woman in 2001.
  • However, the last 15 years have witnessed an increase back up to 2 babies per woman.

Explaining the long term decline in the birth rate

Economic Changes

Globally, the general trend is that the wealthier country, the lower the birth rate. It would seem that economic growth and rising living standards mean adults have fewer children. Part of the reason for this is that higher living standards mean better quality housing, better nutrition, better education and better medical care – all of which reduce the infant mortality rate, meaning that parents have fewer ‘replacement babies’ to make up for those who die before their first birthday.

A second factor here is related to Functionalism – as Functionalists see it, as societys evolve and become more complex, other institutions take over key functions of the family – men go into wage labour, which gets taxed, which then translates into schools and hospitals and pensions – the last century in the UK has seen the emergence of all of these institutions – people no longer need children to look after them in their old age, or to work the fields, other institutions do this, so people have fewer children.

A final way economic factors can reduce the birth rate are that people are so busy working they don’t have time to start families – which is the case in contemporary Japan.

A criticism of economic arguments is that they are deterministic, people don’t just react to economic changes like robots, and they also appear a little ‘cold’ – It implies that people only have children for selfish, economic reasons.

Technologcial Changes

The development of contraceptive technologies in the 1960s – Namely the contraceptive pill – gave rise to what Athony Giddens calls ‘plastic sexuality’ = Sex becomes detached from reproduction. Also, importantly, The Pill gave women control of their reproduction and they could choose when to have children. There is no direct correlation between the invention of The Pill and the decline in the fertility rate – in fact the Baby Boom of the 1960s came immediately after The Pill’s invention, and most women clearly still choose to have babies, but this technological change does explain why women have babies later in life and have fewer children.

Other technological innovations which have led to people having babies later in life are IVF and the freezing of eggs – together these technologie mean women can delay having children into their 40s, extending the ‘natural’ period of fertility much later than is traditionally the case.

An attendant analysis point here is that for IVF to be available for all women, it requires the state to fund it, otherwise this would be prohibitively expensive for couples with low incomes, so for this technological factor to have an impact, it needs to combine with political rights and a wealthy state.

Changes in the Role of Women

Anthony Giddens and Ulrich Beck both regard this as the most important factor explaining the decline in the birth rate. Because women how have formal legal equality with men, and increased educational opportunities (girls are now outperforming boys at school), women now make up half the work force, and this has led to changes in attitudes to family life – Career now comes first for many women, and childbearing is delayed by an average of ten years compared to in the 1950s. Women now typically have their first babies in their 30s, not their 20s and up 1/4 women are expected to remain childless.

As an evaluation point here – it’s important not to exaggerate the advances women have made, when the children come along, it is still predominantly women who do the majority of childcare and housework and suffer the consequences in terms of their career.

Postmodernisation

All of the above changes are part of the broader process of posmodernisation – The decline of traditional norms and values such as those associated with religions mean that contraception is no longer viewed in a stigmatised way and declining birth rates also reflect individualisation – the fact that we put our own needs first and it is acceptable to choose not to have children.

A criticism of Postmodernism is that many people simply don’t choose to have children. Many people are forced into living an uncertain, unpredictable life where having children may not be a possibility or simply not be rational or affordable.

Changes in the position of children

Until the late 19th century children were an asset to their parents because they could be sent out to work. Today, laws protect children from working and dictate that they should spend 18 years in education, and thus children have become an economic liability – they are a net drain on parents’ income. This puts people off having children.

People also have fewer children because we now live in a ‘child centred society’ – It is expected that children be the centre of family life, and parents are expected to spend more money (£250K is the average cost) and more time than ever engaged with their children – it is easier to do this with fewer children.

Explaining the recent increase in the birth rates.

Three factors which could explain this include…

  • Increasing immigration – immigrant mothers have more children (accounts for approx. 20% of the increase)
  • Reduction in child poverty – New Labour increased welfare payments to poorer families – easier to have children
  • Advances in birth technologies – increase in IVF – more women in their 40s having babies

Related Posts

Explaining the long term decline of the death rate

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The Postmodern Perspective on The Family

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This post is designed to help you revise for the AS Sociology Families and Households Exam

Postmodernists argue that we no longer live in the modern world with predictable orderly structures, such as the nuclear family. Instead society has entered a new, chaotic postmodern stage. In postmodern society, family structures are incredibly varied and individuals have much more freedom of choice in aspects of their lives which would have been relatively constrained in the past i.e. lifestyles, personal relationships ad family arrangements.

Postmodern society has two key characteristics

1. Diversity and fragmentation
Society is increasingly fragmented, with a broad diversity of subcultures rather than one shared culture. People create their identity from a wide range of choices, such as youth subcultures, sexual preferences and social movements such as environmentalism.

2. Rapid social change
New technology such as the internet, email and electronic communication have transformed our lives by dissolving barriers of time and space, transforming patterns of work and leisure and accelerated pace of change making life less predictable.

As a result of these social changes, family life has become very diverse and there is no longer one dominant family type (such as the nuclear family). This means that it is no longer possible to make generalisations about society in the same way that modernist theorists such as Parsons or Marx did in the past.

Postmodernity and The Family

Examples of Two Post-Modernist Thinkers

Stacey (1998) “The Divorce-Extended Family”

Judith Stacey argues that women have more freedom than ever before to shape their family arrangement to meet their needs and free themselves from patriarchal oppression. Through case studies conducted in Silicon Valley, California she found that women rather than men are the driving force behind changes in the family. She discovered than many women rejected the traditional housewife role and had chosen extremely varied life paths (some choosing to return to education, becoming career women, divorcing and remarrying). Stacey identified a new type of family “the divorce-extended family” – members are connected by divorce rather than marriage, for example ex in laws, or former husband’s new partners.

Hareven (1978) “Life Course Analysis”

Tamara Hareven advocates the approach of life course analysis, that is that sociologists should be concerned with focus on individual family members and the choices that they make throughout life regarding family arrangements. This approach recognises that there is flexibility and variation in people’s lives, for example the choices and decisions they make and when they make them. For example, when they decide to raise children, choosing sexuality or moving into sheltered accommodation in old age.

Criticisms of Postmodernism

  • Late-Modernists such as Anthony Giddens suggest that even though people have more freedom, there is a still a structure which shapes people’s decisions
  • Contemporary Feminists disagree with Postmodernism, pointing out that in most cases traditional gender roles which disadvantage women remain the norm.

Related Posts 

The Personal Life Perspective on the Family

The Late Modern Perspective on the Family

If you like this sort of thing, you might also like these revision videos on YouTube

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Evaluate Sociological Perspectives on Vocational Education (30)

Evaluations in italics!

VocationalSkills
Vocational Education refers to teaching people the specific knowledge and skills to prepare them for a particular career. Vocational Education can either be on the job training – such as with apprenticeships, or courses focused on a particular career in a college (typically 16-19).

The New Right introduced Vocational Educational in the 1980s. At the time they argued that Britain needed job-related training in order to combat high levels of unemployment at that time, and in order to prepare young people for a range of new jobs emerging with new technologies, and to make them more competitive in a globalising economy.

Two vocational policies the New Right introduced were National Vocational Qualifications (NVQs) and the Youth Training Scheme (YTS). The former involved building a portfolio of evidence to prove you had the specific skills necessary for a job, and the later involved on the job training, in which trainees received a small wage, funded by the government.

At first glance, the expansion of Vocational Education in the 1980s seems to support the Functionalist view of education – as it seems be about getting people ready for work and performing the function of ‘role allocation’ more effectively, however, there were a number of criticisms of early Vocationalism

Two criticisms of these policies were that NVQs were seen by many as an inferior qualification to the more academic ‘A’ level subjects, and much on the job training was of a low quality because it wasn’t very well regulated – some trainees were basically just glorified tea boys (according to research by Marxist sociologist Dan Finn in the 1980s.)

New Labour expanded Vocational Education, seeing it as a way to provide individuals with the training needed to be competitive in a globalised Post-Fordist, high skilled/ high waged economy.

The main plank of Labour’s Vocational Policy was The New Deal for young people which Provided some kind of guaranteed training for any 18-24 year old who had been unemployed for more than 6 months. This was set up in 1998 and initially cost £3.5 billion. Employers were offered a government subsidy to take on people under 25 who had been unemployed for more than 6 months. By March 2003 almost 1 million people had started the New Deal, and 40% of them had moved on to full-time unsubsidised jobs.

A second central aspect of New Labour’s Vocational Policy was the introduction of The Modern Apprenticeships scheme in 2002.There are many different levels of Apprenticeships in a huge range of industries, and they typically involve on the job training in sectors ranging from tourism to engineering. Those undertaking them are paid a small wage, which varies with age, while undertaking training.

Some of the early modern apprenticships were criticised for being exploitative – some companies simply hired workers to a 6 week training course and then sacked them and rehired more trainees as a means of getting cheap labour. However, overall, apprenticeships have been a huge success and there are now hundreds of thousands of people who do them in any one year.

A third strand of New Labour’s Vocational Policy was The Introduction of Vocational A levels –Today, the most commonly recognised type of Vocational A level is the BTEC – Which Edexcel defines as being ‘designed as specialist work-related qualifications and are available in a range of sectors like business, engineering and ICT. A number of BTECs are recognised as Technical Certificates and form part of the Apprenticeship Framework.’

While the purpose of this was to try and eradicate the traditional vocational-academic divide it was mostly working class children went down the vocational route, while middle class children did A levels, which many middle class parents regard as the only ‘proper qualifications’, and from a broadly Marxist analysis Vocational Education simply reinforces the class divide.

In conclusion, the fact that Vocational Education has gradually been extended over the years suggests that successive governments see it as playing an important role in our society, especially in getting children ready for work and providing them with the type of skills our economy needs. It is also clear that a number of children simply are not suited to a purely academic education, so in an increasingly diverse society, it is likely to have a continued role to play. However, we also need to recognise that there are problems with it, such as with unscrupulous employers using on the job training as a means of getting cheap labour, so steps need to be taken to ensure it is effectively regulated.

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Families Topic 2 – Marriage, Divorce and Cohabitation – Short Answer Questions

 

Identify two trends (changes) in the pattern of marriage despite the fact that the overall number of marriages have declined (4)

  • Fewer people are marrying

  • There are more remarriages

  • People are marrying later

  • Couples are less likely to marry in church

Suggest three social changes which explain why there has been a decline in the marriage rate (6)

  • There is less pressure to marry – people believe that the relationship is more important than legal status

  • Secularisation

  • Declining shame attached to cohabitation and remaining single and having children outside of marriage

  • Changing position of women – with better job prospects women are no longer financially dependent on men and are thus able to choose not to marry

  • Increasing fear of divorce (linked to risk society/ risk consciousness/ late-modernism)

Suggest three reasons for the overall rise in the divorce rate since 1969 (6)

  • Changes in the divorce law – equalising the grounds of divorce between the sexes; widening the grounds for divorce, making divorce cheaper (Social Policy)

  • Declining stigma and changing attitudes – divorce is becoming more socially acceptable (Postmodernism)

  • Secularisation – the traditional opposition of churches carries less weight (Postmodernism)

  • Individualisation leads to rising expectations of marriage – When the marriage doesn’t live up to expectations, divorce is more likely (Late-Modernism)

  • The changing position of women women are now no longer dependent on men financially so don’t need to stay married for economic reasons (Feminism)

Suggest two reasons for the recent decrease in divorce rates (4)

  • Fewer people are getting married, so there are fewer people who can divorce

  • Because people are getting married later, they are more likely to stay together

  • People can’t afford to get a divorce and set up two new homes

  • Increasing immigration – Immigrants are more likely to hold traditional values and thus less likely to get divroced

Suggest two alternatives to Divorce (4)

  • Desertion

  • Legal separation

  • Empty shell marriages

Identify two consequences of an increasing divorce rate (4)

  • Increase in single parent households after divorce

  • Increase in single person households after divorce

  • Potenital harm to children

  • Increase in reconstituted families

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Gender and Educational Achievement – Evaluating the Role of Out of School Factors

One of the out of school factors which could explain why girls do better than boys in education is that girls have higher aspirations than boys.  Here’s some recent research which supports this while also suggesting that the relationship between gender and aspiration is also strongly influenced by social class background.

The data below’s taken from  The British Household Panel Survey and is based on a sample of nearly 5000 10-15 year olds. This research found (among other things!) that that boys are less likely than girls to aspire to go to college / university across all ethnic groups. The numbers are especially divergent for the white ethnic group – 57% (boys) and 74% (girls).

Gender and aspiration

However, when you break things down by social class background (NB this is analysis!) things look more differentiated – Basically, boys from professional class backgrounds aspire to university, but those from all other social class backgrounds generally do not, while girls from all social class backgrounds seem to aspire to go to university.

gender class and aspiration

To put it bluntly (OK crudely) what these statistical comparisons suggest is that working class boys don’t generally aspire to go to university, whereas working class girls do.

Strengths of this data

Nice easy comparisons – As evidenced in the perty charts.

You can use it as broad supporting evidence of girls aspirations being higher than boys, with an ‘analysis twist’

Limitations of this data 

Of course the above statistics (this is a classic limitation of quantitative data) tell you nothing about why working class boys but not working class girls do not aspire to go to university. It could be due to parental attitudes filtering down differently to girls than boys, or it may be other factors which have nothing to do with socialisation. These stats don’t actually tell us!

Questions for discussion 

  • Summarize the relationship between social class, gender and educational aspiration
  • Suggest one reason for the above relationship

Extension Question – This information was relatively easy to find, it’s quite easy to understand, directly relevant to the AS Sociology syllabus and gives you some easy analysis points – how many of the new (forthcoming) AS text books would you expect to find this information in?

 

 

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Explaining the Changing Patterns of Marriage

Sociological explanations for the long term decline in marriage include changing gender roles, the impact of feminism and female empowerment, economic factors such as the increasing cost of living and the individualisation associated with postmodernism.

Overview of the trends in marriage in the UK

 

Decline marriage UK

The above graph only shows the long term overall decline in marriage. Other trends include:

  • People are more likely to cohabit (although in most cases this is a step before marriage)
  • People are marrying later
  • The number of remarriages has increased.
  • Couples are less likely to marry in church
  • There is a greater diversity of marriages (greater ethnic diversity and civil partnerships)
  • There has been a very recent increase in the marriage rate.

Evaluation Point – Even though it’s declining, marriage is still an important institution because….

  • Most households are still headed by a married couple
  • Couples may cohabit, but this is normally before getting married – they just get married later
  • Most people still think marriage is the ideal type of relationship
  • The fact that remarriages have increased show that people still value the institution of marriage.

Explaining the long term decrease in marriage

You may need to click on the image below to see it properly

Explaining the changing patterns of Marriage in the UK

1. Economic Factors – The increasing cost of living and the increasing cost of weddings.

Increasing property prices in recent years may be one of the factors why couples choose to get married later in life. The average deposit on a first time home is now over £30 000, with the average cost of a wedding being around £18 000. So for most couples it is literally a choice between getting married in their 20s and then renting/ living with parents, or buying a house first and then getting married in their 30s. The second option is obviously the more financially rational.

2. Changing gender roles

Liberal Feminists point to changing gender roles as one of the main reasons why couples get married later. More than half of the workforce is now female which means that most women do not have to get married in order to be financially secure. In fact, according to the theory of the genderquake, the opposite is happening – now that most jobs are in the service sector, economic power is shifting to women meaning that marriage seems like a poor option for women in a female economy.

3. The New Right

Blame the decline of marriage on moral decline – part of the broader breakdown of social institutions and due to too much acceptance of diversity. This results in the inability of people to commit to each other, and they see this as bad for society and the socialisation of the next generation.

4. Postmodernisation

Postmodernists explain the decline in marriage as a result of the move to postmodern consumer society characterised by greater individual choice and freedom. We are used to being consumers and picking and choosing, and so marriage is now a matter of individual choice.

Another process associated with Postmodernisation is the decline of tradition and religion (secularisation) – as a result there is less social stigma attached to cohabiting or remarrying after a divorce.

5. Late Modernism

Associated with the ideas of Anthony Giddens and Ulrich Beck – argues that the decline in marriage is not as simple as people simply having more freedom – People are less likely to get married because of structural changes making life more uncertain. People may want to get married, but living in a late-modern world means marriage doesn’t seem like a sensible option.

Ulrich Beck argues that fewer people getting married is because of an increase in ‘risk consciousness’ – people see that nearly half of all marriages end in divorce and so they are less willing to take the risk and get married.

Beck also talks about indivdualisation – a new social norm is that our individual desires are more important than social commitments, and this makes marriage less likely.

Giddens builds on this and says that the typical relationship today is the Pure Relationship – one which lasts only as long as both partners are happy with it, not because of tradition or a sense of commitment. This makes cohabitation and serial monogamy rather than the long term commitment of a marriage more likely.

6. Evaluation Points

  • The decline of marriage is not as simple as it just being about individual choice
  • There are general social changes which lie behind its decline
  • We should not exaggerate the decline of marriage (see details above)

Related Posts 

For a more ‘human explanation’ check out this video – sociological perspectives on the decline in marriage

Explaining the Long Term Increase in Divorce – Essay Plan

Test Yourself 

https://quizlet.com/76813527/test/embed

Supplements

This graph is useful for contrasting the changes in both marriage and divorce…

decline in marriage increase in divorce

decline in marriage increase in divorce
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Sociological Perspectives on Declining Marriage and Increasing Divorce on Society

This post examines the effects of declining in marriage and increasing divorce. Have women benefitted from these changes like some Feminists suggests. Are these trends signs of moral decline like the The New Right suggest, or are these trends just part of the broader process of individualisation and increasing reflexivity and nothing to worry about?

Sociological Perspective on Declining Marriage and Increasing Divorce

What replaces married couples?

  • Probably the most fundamental thing is that people’s attitudes towards marriage have change. The idea that marriage is a necessary tradition or a sacred duty have declined drastically, marriage is now seen as a choice.
  • There is greater family and household diversity as a result.
  • Despite the decline of marriage, most people still ‘couple up’ – cohabitation has increased.
  • Cohabiting couples are more likely to break up, so relationships have become more unstable. A related factor here is that serial monogamy, rather than out and out promiscuity throughout one’s life appears to be the new norm.
  • High levels of divorce create more single parent households and more single person households, as well as more reconstituted families
  • Finally, it is important not to exaggerate the decline of marriage – most households are still headed by a married couple.

Feminism

Feminists would generally see the decline of marriage as a tradition as a good thing, because traditional marriage is a patriarchal institution. Most divorces proceedings are initiated by women which suggests that marriage works less well for women than for men.

However, Radical Feminists would point out that the increase in divorce has not necessarily benefited women – as children go to live with the mother in 90% cases following a divorce, and single parent families (mostly female) suffer higher levels of poverty and stigma.

The New Right/ Functionalists

Would interpret these trends in a negative way, as indicating a decline in morality, and a breakdown of social structure and order – the family is supposed to be the fundamental building block of society, and it is difficult to see what will replace it. Without the family we risk less effective primary socialisation and more problem children as well as more anomie for adults.

Postmodernism

The decline of marriage and increase in divorce reflect the fact that we are part of a consumer society where individual choice is central to life. The end of the ideology of the nuclear family is seen as good, and Postmodernists tend to reject the idea that the traditional married nuclear family is better than other family forms, so these trends are not a significant problem for either the individual or society.

Late modernism

People still value marriage but changes in the social structure make it harder to start and to maintain stable relationships – greater gender equality means it’s harder to please both partners, and the fact that both people have to do paid work doesn’t help with the communication required to keep a relationship going, or help with people getting together in the first place.

People now delay getting married not only because of needing to establish a career first, but also because of the increased cost of mortgages and weddings, and because of the increased fear of getting divorced – with cohabiting the new norm before marriage.

New institutions also emerge to help us cope with the insecurities of modern relationships – marriage guidance and pre-nuptial agreements are two of the most obvious.

In short, marriage is not about to disappear as an institution, but it’s not an easy path to pursue either.

Related Posts 

Explaining the changing patterns of marriage 

Essay Plan – Examine the Reasons for the Long Term Increase in the Divorce Rate

Test Yourself
https://quizlet.com/76813527/flashcards/embed

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Ethnicity and Differential Educational Achievement – In School Processes

1. Teacher pupil relationships

Cecile Wright (1992) Found that teachers perceived ethnic minority children differently from white children. Asian children were seen as a problem that could be ignored, receiving the least attention and often being excluded from classroom discussion and rarely asked to answer questions. Teachers assumed their command of the English language was poor but they were highly disciplined and well motivated. African Caribbean children were expected to behave badly and received considerable attention, nearly always negative. They were seen as aggressive and disruptive. They were often singled out for criticism even in action ignored in other children.

David Gilborn (1990) Found that while vast majority of teachers tried to treat all students fairly, they tended to see African-Caribbean children as a threat when no threat was intended and reacted accordingly with measures of control. Despite the fact that teachers rejected racism their ethnocentric perceptions meant that their actions were racist in consequence. African-Caribbean children experienced more conflict in relationships with pupils, were more subjected to the schools detention system and were denied any legitimate voice of complaint.

Tony Sewell (1996)– Black Masculinities and schooling He was primarily interested in the experiences of black boys in education and he found that some black students were disciplined excessively by teachers who felt threatened by these students’ masculinity, sexuality and physical prowess because they had been socialized into racist attitudes. He also found that the boys in the study found that their culture received little or no positive recognition in the school.

2. Pupil subcultures

A culture of anti-school black masculinity – Tony Sewell (1997) observes that Black Caribbean boys may experience considerable pressure by their peers to adopt the norms of an ‘urban’ or ‘street’ subculture. More importance is given to unruly behaviour with teachers and antagonistic behaviour with other students than to high achievement or effort to succeed, particularly at secondary school.

Fordham and Ogbu (1986) further argue that notions of ‘acting White’ or ‘acting Black’ become identified in opposition to one another. Hence because acting White includes doing well at school, acting Black necessarily implies not doing well in school.

Mac an Ghail (1998) Young, Gifted and Black – Mac an Ghail was a teacher in two inner city colleges. He looked at three subcultures – the Asian Warriors, the African- Caribbean Rasta Heads and the Black Sisters. He used mainly participant observation both in the school and through befriending the students and socializing with them outside of the school. What he found was that the African Caribbean community experienced the world in very different ways to white people – namely because of institutional racism in the college and he argued that any anti-school attitudes were reactions against this racism. He mainly blamed the school rather than the students for this. See Stephen Moore page 172 for more details

3. The organisation of teacher learning

Banding and Streaming disadvantages the working classes and some minority groups -Gilborn and Youdell point out that Black Caribbean children are overrepresented in the lower sets and talk of how those in the lower sets get ‘written off’ because they have not hope of achieving A-Cs.

4. School can be seen as Institutionally Racist- The Hidden Curriculum

The Ethnocentric Curriculum – In education this refers to the ways in which what happens in schools can seem irrelevant to ethnic minority pupils. The curriculum is described as Ethnocentric – for example students having to study British history from the European point of view, out of date textbooks that racially stereotype and some subjects having a narrow, white British focus.

Crozier (2004) – experiences of Racism amongst Pakistani and Bangladeshi pupils

Bangladeshi and Pakistani pupils are often seen as ‘keeping to themselves’ in school, this research found that if they do so it is because they feel excluded by their white peers and marginalized by the school practices. The researchers discovered that Pakistani and Bangladeshi pupils had experienced the following – Anxieties about their safety; Racist abuse was a lived experience of their schooling; Careers advisors at school believed South Asian girls were bound by tradition and it was a waste of time advising them; Not being allowed off during Ramadan; Not feeling that assemblies were relevant.

Tariq Modood (2005) says – If we look at the best universities Whites are more likely to get an offer than other identical candidates. For example, while a White student has a 75% chance of receiving an invitation to study, a Pakistani candidate, identical in every way, has only a 57% chance of an offer.