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• Ethnic group

  A social group or category of the population that, in a larger society, is set apart and bound together by common ties of race, language, nationality, or culture.
• Linguistic skills

  Language is an issue for some Asian families. Children from low-income black families lack intellectual stimulation and enriching experiences.

  Bereiter and Engelman: languages spoken by black American families is inadequate.

  Some children will have a restricted speech code (Bernstein).

  Gillborn and Mirza: India pupils do very well despite English not being their home language.
• Attitudes and values

  Most children are socialised into mainstream culture which insists on ambition, competitiveness and willingness to make the sacrifices necessary to achieve long term goals. Poor children from Afro-Caribbean are socialised into a fatalistic attitude which does not value education. Arnot: the media has created an anti-school role model for black pupils.
• Moynihan

  Children in lone mother black families are deprived of adequate care, struggle financially and in the absence of a male role model.
• Murray

  Lack of a male role model in black families leads to underachievement. The families become welfare dependent which creates an underclass.
• Scruton

  Low achievement of some ethnic minorities results from failure to embrace British culture.
• Pryce

  Black Caribbean children are less resistant to racism so they have low self esteem and underachievement. Asian pupils achieve more since their cultures are more resistant to racism.
• Sewell


  The lack of 'though love' and strict discipline is the problem for black boys. A culture of hyper-masculinity is one of the man explanations for underachievement. He created the 'Generating Genius Programme' to provide STEM opportunities for black boys.
• Housing


  Ethnic minorities are more likely to face problems such as substandard housing and low income. 15% of ethnic minority households are overcrowded, compared to 2% of whites.
• Platt (2007)


  70% of Bangladeshi and 50% of Pakistani children grow up in poverty, compared to 20% of the white population.
• Palmer


  Almost half of ethnic minority children live in low-income households, as opposed to a quarter of white children. Over 30,000 black and minority ethnic households were homeless during 2003/2004.
• Harker


  Poor, overcrowded housing can make it difficult for a child to study. Sharing bedrooms can disturb sleep and make concentrating difficult.
• Unemployment


  Location; religion; a lack of linguistic skill and foreign qualifications; and being an asylum seeker can lead to the unemployment of ethnic minorities.
• Statistics


  Labour force survey: 20% of white British households are in poverty, compared to 45% of Black-Africans and 65% of Pakistani households. In 2017, the unemployment rate was 4.1% for white people and 7.9% for ethnic minorities.
• Material Deprivation Evaluation


  Indian and Chinese children who are materially deprived still achieve better than other ethnic groups.
• Modood


  Children from low-income families generally did less well and the effects of low income were less for other ethnicities than white groups.
• Gillborn and Mirza


  When we compare pupils of the same social class, but different ethnic origins, we still find differences in achievement.
• Rex


  Racial discrimination leads to social exclusion and worsens poverty faced by ethnic minorities. In housing, minorities are forced into substandard accommodation, whereas white people of the same class receive better accommodation.
• Mason


  Discrimination is a continuing and persistent feature.
• Employment


  Despite laws against it, racism still exists in employment.
• Wood et al (2010)


  Sent three closely matching job applications to almost 1000 job vacancies. 1 in 9 applicants with ethnic minority names were offered an interview, compared to 1 in 9 white applications.
• Noon (1993)


  Identical pairs of letters were sent to the UKs top 100 companies. The 'white' candidates received more helpful replies.
• Gillborn


  Teachers are quicker to discipline African-Caribbean pupils.
• Gillborn and Youdell


  Teachers judgement can result in racialised expectations. Black students were shown to be less 'ideal' and seen as 'disruptive'.
• Office of the Children's Commissioner


  Black Caribbean boys were 37 times more likely to be excluded than those of India origin.
• Department for Education and Skills


  Black pupils are more likely to be excluded as a result of institutional racism.
• Strand (2012)


  Teachers 'judgement of pupils' academic potential were distorted by perceptions of behaviour. Poor behaviour amongst black pupils caused them to be placed in lower sets.
• Louise Archer


  Three different pupil identities: ideal, pathologised and demonised. Ethnic minority pupils are more likely to be seen as the latter two.
• Fuller (1984)


  African-Caribbean girls channelled their anger about being labelled into educational success. They were 'pro-education' and 'anti-school' simultaneously.
• Mirza (1992)


  Girls spent time trying to avoid teacher racism. Types of teacher racism: overt, colour blind and liberal chauvinists. Teachers often discouraged black girls from aspiring to professional careers and being ambitious.
• Sewell (1998)


  Teachers had a stereotype of 'black machismo'. Boys responded in four ways: rebels, conformists, retreatists, innovators. Only a small minority fit the stereotype.
• Labelling Evaluation


  Much has been done to remove negative labels. Wright (2013): It was found that black people who had been excluded from school actively resisted negative school experiences.
• The Black Panther Party


  Institutional racism was less overt, more subtle. It was in all establishments. It was how schools and colleges routinely discriminated and was built into the way they operated. Teachers label students due to their race.
• Critical race theory: Roithmayr


  Institutional racism is a lock-in inequality. The history of racism is so large that there is no need for a conscious intent to discriminate.
• Gillborn


  Ethnic inequality is so deep rooted and large that its practically inevitable'.
• Gillborn


  Marketisation gives schools more ability to select pupils, allowing the influence of negative stereotypes.
• Moore and Davenport


  Selection procedures lead to ethnic segregation. Minority pupils fail to get into better secondary schools due to discrimination.
• The Commission of Racial Equality


  Showed racism in school's admission procedures: primary schools stereotype minority pupils, racist bias in interviews for school places, lack of information leaflets and application forms in minority languages.
• Troyna and Williams


  Schools give priority to white culture and the English language. The limited provisions for Asian languages is an example of ethnocentric curriculum.
• David


  The national curriculum concentrates on the culture of the host community. Ethnic minority students have to request different food, which reduces self esteem.