ethnicity and educational attainment Flashcards
% of chinese pupils getting grade 5 or above in English and Maths GCSE
80%
boys - 76%
girls - 85%
% of White British pupils getting grade 5 or above in English and Maths GCSE
boys - 45%
girls - 50%
% of Black Caribbean pupils getting grade 5 or above in English and Maths GCSE
34%
boys - 29%
girls - 40%
% of gypsy or roma pupils getting a grade 5 or above in English and Maths GCSE
8.5%
percentage of white higher education students who received a first or second class degree
81%
percentage of BAME higher education students who received a first or second class degree
68%
what percentage of ethnic minority households are overcrowded
15%
what percentage of white british households are overcrowded
4%
Guy Palmer (2012) - 3 key points
nearly 50% of ethnic minority children live in low-income households
EM’s twice as likely to be unemployed and 3x more likely to be homeless as white ethnicity
social class may be the bigger factor than ethnicity even though Chinese and Indian students on FSM do better
strand - cultural factors within the home which may impact educational attainment - 3 main factors
parental
student
school
Stand - procedure and main finding
longitudinal study
15,000 students
England and Wales
attainment gap associated with class twice as large as the biggest ethnic gap
Stand - parental factors
parental expectations and attitudes toward education
EM parents are more likely to show positive attitudes than white British towards education
Strand - student factors
factors which are the students attitudes or events that have occurred in their life which may impact their educational attainment
higher levels of resilience and lower risk factors lead to better educational attainment
Strand - school factors
the quality of the school has little impact
Black caribbean students - factors such as teachers expectations may make a difference
resilience - student factors
positive attitude towards education
hoping to continue education post 16
risk factors - student factors
special educational needs
having been excluded
involvement with social services etc.
Modood (2004) - why do ethnic minorities have higher levels of attainment?
they have more cultural capital than would be expected in their present class
after migrating, their parents may be in lower paid and prestige jobs - due to time taken to find a new job or discrimination
they pass their knowledge and ambitions onto their children through socialisation
Tony Sewell - underachievement in black caribbean boys
due to lack of ‘fatherly nurturing’ (firm, but fair and respectful, non violent discipline)
causes them to seek out role models within their peer groups and adopt an anti-school street culture
this form of black masculinity is reflected and reinforced by the media
institutional racism
racial prejudice and discrimination which forms part of the procedures within an institution
places one or more peer groups at a disadvantage based on their racial background
Evaluation of Sewell
blames black caribbean boys for their underachievement - ignores the real causes (material deprivation and racism)
he does note only a small amount (18%) of black caribbean boys fit this stereotype, but teachers tend to label all black students this way
believes external factors are more important in producing underachievement
ethnocentric curriculum
a curriculum which only reflects the culture of one ethnic group, which leads to feelings of rejection by other ethnic groups, as they do not feel represented in the curriculum
Cecil Wright - study on labelling in a multicultural primary school - findings
Black Caribbean - labels based on perceptions of their behaviour rather than their academic ability , more likely to be punished for the same behaviours that other students exhibit
Asian - teachers largely ignored asian students, assumed they would have poor knowledge of english, used simplistic language, this isolated asian students
Archer and Francis (2007) - Study of British Chinese students - procedure
semi-structured interviews
80 14-16 year old students
30 parents & 30 teachers
Archer and Francis (2007) - cultural factors contributing to the attainment of Chinese students
high attainment due to chinese subculture
both parents and children from all social classes placed high value on education - including parents who had received little formal education themselves
uni seen as a must - 100% wanted to go
education seen as a ‘family project’ - parents investing time, money and effort
a family’s standing in the community was related to the educational performance of their children
