Ethnicity and educational achievement

Question 1

Platt

Answer 1

According to Lina Platt (2011), the highest hourly rates for pay for male full-time employees in the UK were for Chinese ethnic groups, followed by Indian, White British, Black Caribbean, Bangladeshi and Pakistani groups.

Question 2

Gillborn and Mirza

Answer 2

Gillborn and Mirza (2000) looked directly at the effects of social class on ethnic groups in the education system. The data from Youth Cohort Studies between 1997 and 1998 showed that there was a strong relationship between social class and achievement in all ethnic groups. African Caribbean pupils (particularly boys) did less well than their peers in other ethnic groups, even when class was taken into account, while pupils from Indian, Pakistani and Bangladeshi groups did better.

Question 3

Modood

Answer 3

Tariq Modood (2004) argues that many ethnic-minority parents have more cultural capital than is typical for their income or class position. If they are recent migrants to the UK, they may have been downwardly mobile or they may not be able to get jobs in line with their skills, experience and qualifications due to discrimination, or because they lack familiarity with British culture. As a result, they may be better educated than most White British parents from the same class background and can provide more help for their children in their education.

Question 4

Archer and Francis

Answer 4

Research by Archer and Francis (2007) found that the parents of Chinese pupils placed an exceptionally high value on education.

Question 5

Basit

Answer 5

Research conducted by Tehima Basit (2013) found that cultural factors had an impact on educational achievement in British Asian communities.

Basit studied three generations: grandparents, parents and children. She collected data on attitudes to education among British Asians in the West Midlands. She used focus groups for her research with the children (aged 15-16) and in-depth interviews with the older generations. All the participants placed a high value on education and saw free state education as a ‘blessing’ because it generally offered more opportunities than were available in their countries of origin. They therefore tended to put considerable effort and resources into helping their children.

Question 6

Connor et al.

Answer 6

Research by Connor et al. (2004) found that among Year 13 students positive attitudes to education were strongest among Black African students planning to go on to higher education.

Question 7

Wanless Report

Answer 7

According to the Wanless Report (2007), Black pupils, particularly boys:

> are significantly more likely to be permanently excluded from school than other ethnic groups

> are 1.5 times more likely as White British pupils to be identified with behaviour-related special needs

> are disproportionately put in bottom sets even though this does not reflect ability

> are much less likely than average to be identified as gifted and talented.

Question 8

Strand

Answer 8

Research by Steven Strand (2012) using data from the Longitudinal Study of Young People in England found that in Britain, African Caribbean pupils did significantly less well in education at the age of 14 than their White British peers. The study also found that African Caribbean pupils were less likely to be entered for higher level GCSEs than their White British counterparts.

Question 9

Gillborn

Answer 9

David Gillborn (2002) argues that schools are institutionally racist, as teachers interpret policy in a way that disadvantages Black pupils. For example, setting, schemes for gifted and talented pupils, and vocational schemes for the less academic all underrate the abilities of Black children, relegating them to low-ability groups, a restricted curriculum and entry for lower-level exams.

Question 10

Gillborn and Youdell - ‘A to C economy’

Answer 10

The increased marketisation of schools has led to what some writers have called an ‘A to C economy’. According to Gillborn and Youdell (1999) this creates a rationing of education: teachers are forced to focus on those in danger of not realising their potential and fostering them to enable them to achieve a C grade or above. They therefore neglect the ‘no-hopers’ and the ‘high achievers’, leaving them to their own devices. Many Black pupils are judged, often unfairly, to be ‘no-hopers’.

Question 11

Ranson

Answer 11

Ranson (2005) highlights the unrepresentativeness of school governing bodies, which are ‘disproportionately White, middle-aged, middle-class, middle-income, public/community service workers’. For these reasons, ethnic inequalities in education are often given a low priority.

Question 12

Jasper

Answer 12

Jasper (2002) suggests that the expectations that White female teachers have of Black boys’ behaviour dictate the form and style of the teaching that they offer, a style less conducive to learning than they offer to other groups.

Question 13

O’Donnell

Answer 13

O’Donnell (1991) showed how the various ethnic subcultures have distinctive reactions to racism, prejudice and discrimination, which may have different effects on educational performance. African Caribbean males often react angrily to and reject the White-dominated education system, gaining status and recognition through other means. Indians show their anger, but do not tend to reject the education system. Instead, they succeed because they use the education system to their advantage.

Question 14

Sewell

Answer 14

According to Sewell, educational failure becomes a badge to wear with pride. Aspects of this view have been reflected in concerns about the development of ‘gangsta’ culture and the absence of positive Black male role models at home as well as in schools.

Question 15

Connolly

Answer 15

Connolly (1998) examined the treatment in school of boys of South Asian origin. He found that teachers tended to see some South Asian boys as immature rather than seriously deviant. Much of their bad behaviour went unnoticed by teachers and was not punished to the same extent as that of Black boys. The South Asian boys, therefore, had difficulty in gaining status as males, which made it more difficult for them to enjoy school and feel confident.

Connolly also found that some negative stereotypes are not just confined to boys; Black girls were perceived by teachers as potentially disruptive but likely to be good at sports. Like their male counterparts, they were quite likely to be disciplined and punished, even though their behaviour did not always seem to justify it.

Question 16

Wright

Answer 16

Wright (1992) found considerable discrimination in the classroom. She observed Asian and African Caribbean children in primary schools and found that teachers paid Asian pupils, especially girls, less attention. They involved them less in discussion and used simplistic language, assuming that they had a poor command of English.

Question 17

Mirza

Answer 17

Mirza (1992) notes how some Black girls respond to the failure of the school to address their needs by rejecting the help of teachers, which they regard as patronising and misguided. For example, the girls were entered for fewer subjects and or given ill-informed and stereotypical career advice. The girls responded outwardly by appearing to reject the values of the school through their dress, attitudes and behaviour.

The rejection of teachers’ help and limited involvement in lessons were seen to place the girls at a disadvantage academically, even though they preserved high self-esteem. They were not victims of overt racism or labelling; they were simply held back by the well-meaning but misguided behaviour of most of their teachers.

Question 18

Fuller

Answer 18

Research by Margaret Fuller (1984) found that there could sometimes be a positive reaction to negative labelling. The group of Black girls in her study managed to use their rejection by the school to motivate them to be successful, and they were able to overcome the barriers put in their path to achieve high grades.

Question 19

Coard

Answer 19

Bernard Coard (1971) showed how the content of education also ignored Black people. The people who are acclaimed tend to be White, while Black culture, music and art are largely ignored. Coard argued that this led to low self-esteem among Black pupils.

Question 20

Tikly et al.

Answer 20

Tikly et al. (2006), in their study of 30 comprehensive schools, found that a significant number of African Caribbean pupils noted their invisibility in the curriculum and were exasperated by the White European focus. Moreover, when Black history was acknowledged within the curriculum, many pupils reported their frustration with the tendency to focus on slavery.