Ethnicity Sociologists

Question 1

Fuller

Answer 1

AC women may appear cool in order to present a positive self-image to boys and teachers but that they recognise the importance of getting good qualifications

Question 2

According to the DfES black boys are:

Answer 2

• Are significantly more likely to be permanently excluded and routinely punished more harshly
• Praised less often and told off more often
• Are 1.5 times as likely as white British pupils to be identified with behaviour-related special needs
• Outperformed white pupils in school entry tests
• Are disproportionately put in bottom sets – due to behaviour
• Are much less than average to be identified as gifted and talented

Question 3

Haque and Bell

Answer 3

Recent arrival into the UK had a significant negative performance. 93% of Bangladeshi parents had no qualifications compared to 16% white British parents. The children of those who have been here longer achieve more highly in the educational system

Question 4

Strand

Answer 4

focuses on two ethnic groups as Indian’s achieve significantly better than white peers whereas AC pupils do so by achieving considerably less progress. Indian’s progress can be explained by positive factors:
• High parental and pupil educational aspirations
• Undertaking high levels of homework
• Low levels of truanting, exclusion or social services/Educational Welfare Service involvement
• High resource provision at home – computers and private tuition
• High parental monitoring of their children’s whereabouts

Question 5

Ball

Answer 5

ethnic-minority families are at a disadvantage when applying for better schools as they may not have knowledge of the system as well as lack in confidence in speaking English.

Question 6

Connolly

Answer 6

teachers tendered to see south Asian boys as immature rather that as seriously deviant. Bad behaviour was unnoticed but has difficulty gaining status as males which meant that they didn’t enjoy school. Teachers had high expectations and were often praised and encouraged.

Question 7

Fuller and Mirza

Answer 7

note how black girls respond to the failure of the school to address their needs by rejecting help of teacher. Girls were entered into fewer subjects ‘to take the pressure off’. Girls responded by appearing to reject the values of the school. Fuller is more optimistic than Mirza about the outcomes and suggests that strategies that they adopt like working together help them to succeed. Mirza’s studies suggested that rejection of help lead pupils’ to be disadvantaged academically and were only held back by the behaviour of most teachers.