Differential Achievement by Ethnicity

Question 1

What type of students achieved MOST well in terms of gaining a 5 or above in English or Maths during GCSE’S?
What academic year?
According to what?

Answer 1

Chinese, Indian and White Irish (as well as ‘Asian other’).
2017/18
A government survey

Question 2

What type of students achieved LEAST well in terms of gaining a 5 or above in English or Maths during GCSE’S?
What academic year?
According to what?

Answer 2

Gypsy/Roma, Irish travellers and Black Carribean

2017/18

A government survey

Question 3

What percentage of Chinese students got a 5 or above in English or Maths during GCSE’S?
What academic year?
According to what?

Answer 3

75.3%

2017/18

A government survey

Question 4

What percentage of Gypsy/Roma got a 5 or above in English or Maths during GCSE’s?
What academic year?
According to what?

Answer 4

5.3%

2017/18

A government survey

Question 5

Differences within ethnic groups (Asian)

__% of Indian pupils met the expected standards for _____, _____ and _____ compared to __% of Pakistani pupils.

Answer 5

a) 65%
b) reading, writing and maths
c) 47%

Question 6

Differences within ethnic groups (Black)

__% of Black ______ pupils met the expected standards for _____, ______ and _____ compared to __% of Black _________ pupils.

Answer 6

a) 54%
b) African
c) reading, writing and maths
d) 43%
e) Caribbean

Question 7

Black ______ students were ____ more likely to be ________ than White _____ (0.% compared to 0.%)

Answer 7

a) Caribbean
b) 3x
c) suspended
d) British
e) 0.29 and 0.10

Question 8

EXTERNAL

T_____ B_____ (20__) found (through _____ generations of) _______ and ______ families viewed ________ education as a ______. Even ______ parents made _____ for their children to ___.

Answer 8

a) Tehmina Basit (2013)
b) three
c) Pakistani and Indian
d) free state
e) blessing
f) poorer
g) space to study

Question 9

EXTERNAL

Explain the 2011 consensus for lone-parent families.
3

Answer 9

Asian - 8.8%

White - 10.2%

Black - 24.3%

Question 10

EXTERNAL

What did Tony Sewell (1997) say when he conducted research in a London school on 11-16 year olds?

Answer 10

As well as being poorer and having less time, lone-parent families lack a male role model, leading to (black) boys lacking discipline.

They may be attracted to other strong males outside of their households (eg in gangs) which leads to a lack of respect for authority in home & school.

Question 11

INTERNAL

Explain how institutional racism is an internal factor.

Answer 11

Black male students may be negatively labelled because of cultural mannerisms, eg how they address the teacher - it may be misinterpreted as disrespectful and a challenge to authority - likely to lead to a self-fulfilling prophecy.

Question 12

INTERNAL

Explain how the 1992 ‘Young, Black and Female’ study by Mirza showed gender within ethnicity to be an internal factor?

Answer 12

Instead of allowing race-stereotyped labels to define them, black girls are more likely to want to prove them wrong (self-refuting prophecy).

Nearly half the girls who responded to her questionnaire named themselves as the person they most admired.

Question 13

EXTERNAL

Explain why Chinese students perform better, according to Archer & Frances.

Answer 13

Their parents place higher value on the importance of education.

Question 14

EXTERNAL

Regarding their identity, why do Chinese parents take education so seriously?

Answer 14

Viewed as a fundamental pillar of their identity and a way of differentiating themselves from other ethnic groups, as well as taking new opportunities presented.

Question 15

EXTERNAL

In some parts of the country, _________ ________ jobs that would have been typically filled by _________ boys have _________ and not been followed by a new ______ on __________.

Answer 15

a) traditional industry
b) working-class
c) collapsed
d) focus
e) education

Question 16

EXTERNAL

What do working-class pupils and parents suffer from?

Answer 16

A lack of ambition

Question 17

INTERNAL

What a popular perception towards the attitude of black Caribbean pupils?

Answer 17

They are more confrontational

Question 18

In 20__, there was _____ as many _____ men in ______ in the UK than in _________.

Answer 18

a) 2005
b) twice
c) black
d) prison
e) university

Question 19

INTERNAL

What does Tony Sewell argue regarding institutional racism?

Answer 19

Doesn’t exist - instead ‘institutional peer group culture’ is the reason black students are failing as they fall victim to pressures of their peer group which impacts their behaviour.

Question 20

What is significant about students who grew up in a home were English isn’t their first language?

Answer 20

They outdo their classmates by Key Stage 4.

Question 21

External - CULTURAL DEPRIVATION

What are children of ethnic minorities less likely to engage in?
Why?

Answer 21

Intellectually enriching activities

Language spoken at home tends to be ungrammatical or not English.

Question 22

External - CULTURAL DEPRIVATION

It’s argued children of ethnic minorities are less likely to engage in intellectually enriching activities.
Give a COUNTER argument to this point.

Answer 22

Indian pupils do equally as well to white middle-class pupils despite not speaking English at home due to cultural habitus (high value on education).

Question 23

External - CULTURAL DEPRIVATION

What is cultural habitus?

Answer 23

Cultural habits

Question 24

External - CULTURAL DEPRIVATION

Instead of having the attitudes & values to promote educational achievement, what do black pupils have?

Answer 24

A fatalistic attitude, where they believe it’s up to fate.

Question 25

External - CULTURAL DEPRIVATION

D_____ & B______ argued _____ family culture had ________ benefits as parents have positive ________ to ________ & higher ________ for future ______.

Answer 25

a) Driver & Ballard
b) Asian
c) educational
d) attitudes
e) education
f) aspirations
g) careers

Question 26

External - CULTURAL DEPRIVATION

Driver & Ballard argued Asian family culture has educational benefits as parents have positive attitudes to education & higher aspirations for future careers.

How did Lupton add to this?

Answer 26

Found they promote respect for elders which benefits attitudes to authority.

Question 27

External - POLICIES

What did the 1968 Race Relations Act do?

Answer 27

Outlaw racial discrimination

Question 28

External - POLICIES

What is the name of the act that outlawed racial discrimination?

Answer 28

The 1968 Race Relations Act

Question 29

External - MATERIAL DEPRIVATION

What ethnic family groups were more likely to have low income & suffer material deprivation? (Muhammed Khaliq, 2020)
Who was least likely?

Answer 29

Bangladeshi & Pakistani

Indian

Question 30

External - MATERIAL DEPRIVATION

How did children in Asian families perform compared to white families? (Muhammed Khaliq, 2020)

Answer 30

2.5 times as likely to outperform white students.

Question 31

External - MATERIAL DEPRIVATION

What is notable about ethnic minority pupils eligible for FSM?

Answer 31

Bangladeshi & Pakistani children eligible for FSM still had higher progress scores than national average.

Question 32

Internal

What is significant about pupil identities?

Answer 32

Pupils want to identify with role models in their culture.

Question 33

Internal

What is ‘new IQism?’

Answer 33

In 1940s (Butler Act) it was believed some were smarter due to their IQ, argument it’s being reintroduced.