1.1.7 Ethnic differences

Question 1

What was the % of students achieving 5 or more grade 9-4 GSCEs in 2020/21?

Answer 1

• 60.5% White British.
• 78.1% Chinese.
• 75.7% Indian.
• 55.5% Pakistani.
• 53.3% Black Caribbean.
• 61.2% Black African.

Question 2

What was the % of FSM students achieving 5 or more grade 9-4 GSCEs in 2020/21

Answer 2

• 32.3% White British.
• 76.8% Chinese.
• 61.5 % Indian.
• 46.8% Pakistani.
• 42.2% Black Caribbean.
• 51.4% Black African.

Question 3

What % of students taking their GSCEs in the UK go on to university in 2020/21?

Answer 3

• 32.6% White British.
• 75.7% Chinese.
• 67.4% Indian.
• 44.7% Pakistani.
• 37.4 Black Caribbean.
• 56.6% Black African.

Question 4

What trends can be shown in the achievement %?

Answer 4

• Chinese pupil come out on top in all 3 sources.
• White British pupil have the lowest amount that go to uni.
• FSM impact White British pupil the most.
• Indian pupil gain higher in all than Pakistani pupil.
• Black African gain higher in all than Black Caribbean.

Question 5

What are external factors for ethnic differences?

Answer 5

• Cultural views, beliefs & traditions.
• Family expectations.
• Aspirations/ambitions.
• Language.
• Material deprivation.

Question 6

What are internal factors for ethnic differences?

Answer 6

• Schools encourage/welcome ethnic groups.
• Labelling.
• Setting & streaming.
• Influence of peers.
• School values.

Question 7

How does cultural deprivation impact intellectual & linguistic skills in regards to achievement (external)?

Answer 7

• A lack of intellectual & linguistic skills is a major cause for minority children.
• Children from low income black families lack intellectual stimulation.
• Bereiter & Engleman (1966) found language spoke by low income black families as ungrammatical & disjointed.
• Gilbron & Mirza (2000) found that Indian pupil do well despite English being a second language.

Question 8

How does cultural deprivation impact attitudes & values in regards to achievement (external)?

Answer 8

• Black children have been socialised into a subculture that engraves a fatalistic attitude & immediate gratification.
• Discourages value towards education.

Question 9

How does cultural deprivation impact family structure & parental support in regards to achievement (external)?

Answer 9

• Sewell (2009) argued Black boys underachievement comes from a lack of nurturing meaning they cant overcome adolescence so they’re presented with anti school Black masculinity role models.
• Basit (1997) argued Asian parents view education as a type of capital that can give their children a good life so offer much support.

Question 10

How does material deprivation impact achievement (external)?

Answer 10

• the Swann Report (1985) estimated that social class accounted for at least 50% of differences in achievement between ethnic groups.

Question 11

How does racism in wider society impact achievement (external)?

Answer 11

• Mason (2000) stated discrimination is a continuing & persistent feature of the experience of British citizens of minority ethnic origin.
• It explains why ethnic groups are more likely to face unemployment & low pay.

Question 12

What trend do black pupil follow in terms of achievement?

Answer 12

-Gilborn & Mirza (2000) found black children were the highest achievers on entry to primary school (20% above average) but by GSCE they’re among the lowest achievers (21% below average)..

Question 13

How does labelling impact achievement (internal)?

Answer 13

• Gilborn (1990) found Afro-Caribbean boys were often ruled as difficult to control & were more likely to be given detention & felt underestimated by teachers.
• Mirza (1992) found black girls were concerned with academic success & prepared to work hard.
• Asian pupils are viewed as passive.

Question 14

How do pupil identities impact achievement (internal)?

Answer 14

• Archer (2008 & 2010) found ethnic minority pupil lack the favoured identity of the ideal pupil.
• Ethnic minority pupil either had a pathologised pupil identity (passive, conformist & over-achiever) or demonized pupil identity (culturally deprived under achiever with hypser sexualised behaviour).

Question 15

How do pupil responses & subcultures impact achievement (internal)?

Answer 15

• Fuller (1984) did ethnographic research of a small group of West Indian girls which showed that the subculture emerged enabled them to reject negative labels.
• They directed their frustration towards achievement.
• They were pro education but no pro school.

Question 16

What is the critical race theory?

Answer 16

• It highlights the importance of institutional racism.
• Rothmayr (2003) views it as a locked in equality
• Gilborn (2008) stated ethnic inequality is so deep rooted & so large it is a practically inevitable feature of the education system.

Question 17

How does marketisation, selection & segregation impact achievement (internal & institutional racism)?

Answer 17

• Gilborn (1997) agrues marketisation gives schools greater scope to select pupil & disadvantages ethnic pupil.
• The Commission for Racial Equality (1993) found evidence of ethnic bias in British education, they noted ethnic minority children are more likely to end up in unpopular schools.

Question 18

How does the ethnocentric curriculum impact achievement (internal & institutional racism)?

Answer 18

• Coard (1971) argues the British education system makes black children feel inferior in every way.
• E.g. In History, the British are portrayed s bringing civilisation to the colonized people
• This image of black people as inferior undermines black childrens self esteem.

Question 19

How do assessments impact achievement (internal & institutional racism)?

Answer 19

• Gilborn (2008) argues the assessment game is rigged to validate the dominant cultures superiority & if black children succeed as a group the rules be changed to re-engineer failure.

Question 20

How does access to opportunities impact achievement (internal & institutional racism)?

Answer 20

• Gilborn (2008) draws on official statistics that show white pupil are 2 times more likely than Black Caribbeans & 5 times more likely than Black Africans to be part of the ‘talented & gifted’ programme.

Question 21

What are critiques of institutional racism?

Answer 21

• Widespread racism is unlikely among teachers due to professional ethics.
• Racist comments attract peer disapproval & punishment from staff.
• Pupil may use teacher racism as an excuse for their own shortcomings.
• Institutional racism can’t be that prominent since Chinese & Indian pupil are extremely successful.