Differential Achievement - Ethnicity

Question 1

Define the term ethnicity

Answer 1

Ethnicity refers to sharing a set of cultural characteristics within a group, this could refer to shared customs, language or norms and values

Question 2

Main patterns of ethnicity and achievement

Answer 2

KEY TRENDS
- chinese and indian outperform white majority
- black carribean and gypsy children do the worst
- girls outperform boys regardless of ethnicity

Question 3

External factors that affect affect ethnicity and achievement - material deprivation and class

Answer 3

Some sociologists suggest that some ethnic minorities do worse in education because they are disproportionately working class and therefore are more likely to experience poverty and material deprivation

Question 4

EVALUATION of external factors material deprivation

Answer 4

STRENGTHS
- supporting evidence - Flaherty found that Pakistani and Bangladeshis are 3x more likely to be in the poorest fifth of the population
- family structure - less likely to have dual income

WEAKNESSES
- compensatory education policies have reduced effect of poverty
- not all ethnic minorities are materially deprived and go to private school eg indian

Question 5

External factors that affect achievement - cultural deprivation

Answer 5

Some sociologists have suggested home and family life may bring about differential achievement in ethnic groups particularly black carribbean due to things like more likely to be in single parent family

Question 6

EVALUATION of external cultural deprivation affecting achievement for ethnic minorities

Answer 6

STRENGTHS
- Murray said black children more likely to be from single parent family and lack positive male role model
- Sewell says black children lack tough love or fatherly nurturing and have overlu feminised upbringing

WEAKNESSES
- family structure can accelerate achievement
- Lupton says indian and chinese families place higher respect on education and push children to do well

Question 7

Internal factors that affect ethnicity and achievement - labelling and racism

Answer 7

Ethnic students more likely to be labelled and negativity and experience racism within school and students respond by forming anti school subcultures and self fulfilling prophecy and do worse in education

Question 8

Evidence and criticisms of labelling and racism in schools

Answer 8

EVIDENCE
- Gilborn and Youdel suggest teachers have racialised expectations and stereotypes by labelling black students as disruptive and threatening making them feel prosecuted and resulted in more conflict
- Wright carried out class observation and found ethnic minorities treated differently
- Asian children recieve least amount of attention in class discussions and their names are mispronounced making them feel isolated.

CRITISICM
- does not neccessarily cause underachievement
- Fuller found black girls in particular challenge their anger into the pursuit of academic success