Ethnicity and achievement (internal + external factors)

Question 1

Explain (with evaluation if possible) how material deprivation has led to certain ethnic minorities over achieving/under achieving

Answer 1

It is evident that ethnic groups including Bangladeshi and Pakistanis make up a disproportionate amount of those who are eligible for FSM; implying that they face a poor standard of living.
They also face the challenge of low income, ultimately leading to them being materially deprived e.g ….
On the other hand, Chinese and Indian pupils are likely to come from M/C families with economic capital.

However, there have been initiatives set up by the goverment to aid those who are materially deprived in the form of compensatory education.
China material deprived but still success.

Question 2

Explain (with evaluation if possible) how cultural deprivation has led to certain ethnic minorities over achieving/under achieving

Answer 2

Certain ethnic groups such as Gypsy/Roma and Irish regard education as less important because it does not fulfil their goals which stem deep within their culture, e.g the main priority for Gypsy/Roma boys is to ensure they make a living via a manual job and find a housewife.

However, Keddie would criticise the ideas of cultural deprivation, she would argue that cultures are merely different.

Question 3

Explain (with evaluation if possible) how discrimination in wider society has led to certain ethnic minorities over achieving/under achieving

Answer 3

• Racism in wider society contributes to lower aspirations.
• fatalistic attitudes
• Workplace racism
• Impact children’s attitudes
• form anti school subcultures

Question 4

Explain (with evaluation if possible) how labelling has led to certain ethnic minorities over achieving/under achieving

Answer 4

• Racial stereotypes
• e.g black kids will be disruptive and challenge authority
• Misallocation of sets
• Further reinforced in pandemic (anti-black unconscious bias)

Question 5

Explain (with evaluation if possible) how an ethnocentric curriculum has led to certain ethnic minorities over achieving/under achieving

Answer 5

It is evident that the UK schools have an ethnocentric curriculum, which focuses on white British culture; for example:
- Modern foreign language focuses on European language (French, Spanish and German), Ethnic minority students like Bengali feel left out because their language isn’t taught in schools.
- History is taught from their perspective (slavery and colonialism)

Ethnocentric centric fails to act as sufficient reason for the underachievement of ethnic minorities as W/C white boys still..
Chinese and Indian
Muti-cultural education

Question 6

Explain (with evaluation if possible) how institutional racism has led to certain ethnic minorities over achieving/under achieving

Answer 6

Intentional or unintentional repeated cases of discrimination that take place organisation level are known as institutional racism and have a significant impact on a pupil’s educational success, it is evident that Black Carribeane boys have lower expectations in the eyes of some white British teachers; they are mistreated with certain hairstyles being severely punished and the misinterpretation of kissing teeth.

Question 7

Explain (with evaluation if possible) how pupil identities has led to certain ethnic minorities over achieving/under achieving

Answer 7

According to Archer, ethnic minorities do NOT match the “ideal pupil” (a white middle class student who is naturally a high achiever), this is due to teachers attaching stereotypical identities to ethnic minorities.
Black students are seen to have a demonised PI (culturally deprived underachiever) and Asian are seen to have a pathological PI (restricted by culture but works hard despite not meeting the natural ability criteria)