ethnic differences

• What is the main topic of discussion in Topic 3?

  Unequal treatment of pupils from different backgrounds
• What are the learning objectives of Topic 3?

  • Describe patterns of ethnic differences in achievement
  • Evaluate external factors: cultural deprivation, material deprivation, racism
  • Evaluate internal factors: labelling, pupil identities, curriculum, institutional racism, selection, segregation
• What does Figure 2.3 illustrate?

  GCSE performance by ethnicity
• What do Tony Lawson and Joan Garrod define as ethnic groups?

  People sharing common history, customs, and identity
• Why is it difficult to study ethnicity and education?

  Deciding who belongs to each ethnic group
• What is a common misconception about ethnic groups?

  They are defined by physical features
• Which ethnic groups generally perform better in education according to Figure 2.3?

  Whites and Asians
• What significant variations exist within Asian groups regarding educational achievement?

  Indians perform better than Pakistanis and Bangladeshis
• What gender differences are noted in educational achievement among ethnic groups?

  Boys generally perform better than girls
• What is the performance of white pupils compared to the national average?

  Very close to the national average
• What percentage of white boys on free school meals achieved five A*-C grades at GCSE according to DfES (2010)?

  23%
• What trend is noted regarding white pupils' progress between ages 11 and 16?

  They make less progress than black or Asian pupils
• What are the two main categories of factors affecting ethnic differences in achievement?

  • External factors: home, family, culture, wider society
  • Internal factors: school interactions, inequalities within education
• What are the main external factors affecting ethnic differences in achievement?

  • Cultural deprivation
  • Material deprivation
  • Racism in wider society
• What are the three main aspects of cultural deprivation theory?

  1. Intellectual and linguistic skills
  2. Attitudes and values
  3. Family structure and parental support
• How do cultural deprivation theorists view the lack of intellectual skills?

  As a major cause of underachievement
• What do Bereiter and Engelmann argue about the language of low-income black families?

  It is inadequate for educational success
• What do official statistics reveal about pupils who do not speak English at home?

  They are not significantly held back educationally
• What do cultural deprivation theorists say about attitudes and values?

  Lack of motivation leads to educational failure
• What does Daniel Moynihan argue about lone mothers in black families?

  They struggle financially without a male breadwinner
• How does Tony Sewell view the absence of fathers in black boys' lives?

  It leads to a lack of nurturing and discipline
• What does Sewell identify as a major barrier to success for black boys?

  Pressure from anti-educational peer groups
• What does Chris Arnot describe as the ideal role model for some black boys?

  The ultra-tough ghetto superstar
• What do many black boys feel is their greatest barrier to success?

  Pressure from other boys
• Which ethnic group has shown the best educational achievement in statistics?

  Chinese pupils
• What do some sociologists attribute ethnic differences in achievement to?

  Factors outside the school environment
• What are some external factors affecting minority ethnic groups' educational achievement?

  Language skills, family structure, attitudes, material deprivation
• What do Bereiter and Engelmann claim about black Caribbean language?

  It is ungrammatical and disjointed
• What family structure is more common in black ethnicities?

  Lone-parent families
• How does a lone mother family structure affect black boys' achievement?

  It leads to lower achievement due to lack of male role model
• What outlook do some sociologists argue black pupils have towards life?

  A fatalistic outlook with immediate gratification
• How does material deprivation affect minority ethnic groups?

  It limits their educational opportunities
• What did Gillborn and Youdell find about teachers' expectations of black pupils?

  They had racialised expectations and expected discipline problems
• How did black girls in Fuller's study respond to teacher stereotypes?

  They maintained a positive self-image and valued education
• What disadvantage did Mirza find for black girls dealing with teacher racism?

  They would not ask for help
• What did Wright find about Asian primary school pupils' treatment by teachers?

  They were stereotyped and treated differently
• What responses did black boys develop to teachers' racist labelling according to Sewell?

  Conformists, innovators, retreatists, rebels
• What are the four responses of black boys to teacher labelling?

  • Conformists: accepted school goals
  • Innovators: pro-education, anti-school
  • Retreatists: disconnected from school
  • Rebels: rejected school goals
• What do Troyna and Williams argue about the British curriculum?

  It prioritises white culture and English language