Ethnicity and Educational Achievement (Edu)

Question 1

Define Ethnicity.

Answer 1

Groups within a population regarded by themselves (or by others) as culturally distinctive and different. Members of an ethnic group usually see themselves as having a common origin, and they may share some practices or beliefs (like religion).

Question 2

Define Ethnocentric.

Answer 2

Believing that the history, customs and traditions of your own race or nationality are superior to those of other races.

Question 3

Define Institutional Racism.

Answer 3

The failure of an organisation or institution to provide an effective service for people because of their colour or ethnicity. The organisation’s processes, attitudes and behaviours will discriminate - often unconsciously - through prejudice and racial stereotyping.

Question 4

Define Marketisation.

Answer 4

Organising state-run services (like the NHS or state education) more like private companies, competing for ‘customers’.

Question 5

What percentage of British African students are on FSM?

Answer 5

22.5%

Question 6

What percentage of British Caribbean students are on FSM?

Answer 6

25.1%

Question 7

What percentage of White British students are on FSM?

Answer 7

13.1%

Question 8

What percentage of British Indian students are on FSM?

Answer 8

6.7%

Question 9

What percentage of British Chinese students are on FSM?

Answer 9

6.4%

Question 10

What percentage of British African students gain a grade 5 and above in English and Maths at GCSE?

Answer 10

44.3%

Question 11

What percentage of British Caribbean students gain a grade 5 and above in English and Maths at GCSE?

Answer 11

26.9%

Question 12

What percentage of White British students gain a grade 5 and above in English and Maths at GCSE?

Answer 12

42.7%

Question 13

What percentage of British Indian students gain a grade 5 and above in English and Maths at GCSE?

Answer 13

62%

Question 14

What percentage of British Chinese students gain a grade 5 and above in English and Maths at GCSE?

Answer 14

75.3%

Question 15

[Cultural Deprivation] According to Archer and Francis, how are chinese students at a cultural advantage?

Answer 15

• 6.4% are on FSM and 75.3% still get a strong pass at GCSE (even chinese students on FSM outperformed every other ethnic group)
• Research found that the parents of Chinese pupils placed an exceptionally high value on education

Question 16

[Cultural Deprivation] According to Tehmina Basit (2013), who studied three generations of families of Pakistani and Indian origin, how did the participants view free state education? Even the poorer families made sure their children could study at home. How?

Answer 16

• All participants saw fee state education as a ‘blessing’ as it was less available in their country of origin.
• Even poorer parents worked to provide space for children to study; providing desks, computers and internet access.

Question 17

[CD] What percentage of White British families are lone parent families?

Answer 17

10.2%

Question 18

[CD] What percentage of Asian British families are lone parent families?

Answer 18

8.8%

Question 19

[CD] What percentage of British Black Caribbean families are lone parent families?

Answer 19

24.3%

Question 20

[CD] Tony Sewell argues that the performance of some Black Caribbean pupils at school can be partially explained by the relatively high proportion of Black pupils raised in one-parent families. Give two reasons why, according to Sewell, this might lead to underachievement.

Answer 20

• Lack of male role model (black boys lacking discipline)

- Attracted to other strong males outside of home (macho masculinity), don’t respect authority

Question 21

[Institutional Racism] According to Gillborn and Youdell, why might black pupils be more likely to get negatively labelled?

Answer 21

• Disciplined more harshly
• Teachers sometimes misinterpreted their manner of speech as ‘disrespectful’ and representing a challenge to their authority.

Question 22

[Institutional Racism] According to Gillborn and Youdell, how do we know that some teachers had lower expectations of black pupils? Give two examples.

Answer 22

• Black children were relegated to low ability groups and were entered for lower level exams, even when the black pupil was as capable as their peers in other ethnic groups.
• There is a higher percentage of single parents in black families (24.3%) so they might have less money to afford materials (schools will know this) - less middle class black pupils

Question 23

[IR] How many Black Caribbean students compared to White British students are permanently excluded or received a fixed period exclusion?

Answer 23

• More Black students get permanently excluded.

Question 24

[Internal Factors] What is a self-refuting prophecy?

Answer 24

When you refute people’s negative labels and are determined to prove them wrong.

Question 25

[Internal Factors] In her study, ‘Young, Female and Black’, what was the impact of negative labelling on black girls?

Answer 25

• While Mirza found that some black girls were anti-school, they were generally pro-education and wanted to get good qualifications and get on in life.
• They had particularly high self-esteem.
• They were conscious of racism and low expectations from some teachers but they responded to prove them wrong (self-refuting prophecy).

Question 26

[Marketisation] According to Gillborn and Youdell, how did the introduction of league tables lead to an ‘A to C’ economy in schools?

Answer 26

• The emphasis on pupils achieving five or more higher grades in GCSEs, and the introduction of different tiers in GCSEs.

Question 27

[Marketisation] Explain how the ‘A to C’ economy might negatively impact on the chances of black pupils.

Answer 27

• Teachers are forced to focus on those judged to have the potential to pass but who are in danger of not passing.
• A choice is made to neglect the no-hopers and the high-achievers.
• Many black pupils are unfairly judged to be no-hopers.

Question 28

[Marketisation] According to The Longitudinal Study of Young People in England in 2012, how many black Caribbean pupils are entered for higher-tiered GCSEs compared to white British pupils?

Answer 28

• White British pupils were 1.5 times more likely to be entered for higher tiered GCSEs than Black Caribbean pupils, even when they were from similar backgrounds.
• This provides evidence of teacher bias.

Question 29

[Ethnocentrism] How is the teaching of languages in schools ethnocentric?

Answer 29

• Ethnic minority languages don’t have the same status as European languages
• Only 4 of the top 10 languages spoken in the UK are European (English, Polish, French, Portuguese)

Question 30

[Ethnocentrism] How might the curriculum of subjects like history and geography be ethnocentric?

Answer 30

• They largely ignore the negative effects of the British Empire
• African pupils are rarely represented (only in reference to slavery)

Question 31

[Ethnocentrism] How might the timing of school holidays e.g. Christmas, be considered to be ethnocentric?

Answer 31

• Holidays in the UK are made for British, christian people and ignore any other cultures and cultural holidays (like Eid).