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Saffron
27/04/2023
Sociology
AQA A-Level Sociology: Education- ethnicity 30 marker
Ethnic differences in educational achievement are influenced by both internal and external factors, with internal school processes having a particularly significant impact on minority students' academic performance. This analysis examines key sociological explanations for achievement gaps between ethnic groups, focusing on issues like institutional racism, teacher labeling, curriculum biases, and socioeconomic factors.
27/04/2023
1867
Ethnic differences in educational achievement internal factors play a significant role in explaining achievement gaps between ethnic groups. This section examines key internal school processes that impact minority students' academic performance.
Highlight: Teacher labeling based on racist stereotypes has a direct and profound effect on black pupils' educational outcomes.
Teacher labeling stemming from racist expectations is a crucial internal factor contributing to achievement differences. Gillborn and Youdell (2000) argue that teachers often anticipate misbehavior from black pupils, leading to quicker disciplinary actions and placement in lower academic streams. This labeling process restricts black students' access to quality teaching and advanced curriculum content.
Example: White pupils labeled as high achievers are placed in higher streams with better teachers, while black pupils face lower expectations and are relegated to foundation-level courses.
The national curriculum's ethnocentric focus is another significant internal factor. Ball (1994) contends that the curriculum is centered on European history, ignoring ethnic diversity and potentially alienating black and Asian students. This lack of representation can lead to feelings of exclusion and underachievement among minority pupils.
Quote: Ball describes the curriculum as promoting "little-Englandism," reliving Britain's triumphs that often negatively impacted black and Asian pupils' relatives.
Coard supports this view, arguing that the lack of representation across the curriculum directly contributes to ethnic minorities' underachievement. The national curriculum's pervasive influence across all UK schools makes it a particularly powerful factor in shaping achievement outcomes for minority students.
While internal factors are crucial, ethnicity and achievement sociology external factors also play a role in educational disparities. This section explores how family structure, socioeconomic status, and material deprivation contribute to achievement differences between ethnic groups.
Sewell (2009) argues that family structure, particularly the absence of male role models, can lead black boys to join street gangs and subcultures that devalue education. This external factor may contribute to underachievement among certain ethnic groups.
Highlight: Statistics show that Bangladeshi, black, and Pakistani pupils are most likely to be eligible for Free School Meals (FSM), indicating higher levels of economic disadvantage.
Polmer (2012) notes that half of all ethnic minority children come from low-income backgrounds, compared to just a quarter of white pupils. This disparity in socioeconomic status can significantly impact educational outcomes through material deprivation.
Vocabulary: Material deprivation refers to the lack of essential resources and opportunities due to poverty, which can hinder educational achievement.
The concept of pupil identities and how teachers perceive different ethnic groups is another crucial factor in explaining ethnic differences in educational achievement sociology a level. This section examines how these perceptions shape academic outcomes for minority students.
Archer (2008) introduces the idea of dominant discourses surrounding ethnic minority pupils. She argues that teachers often view white, middle-class pupils as the "ideal," succeeding through natural ability. In contrast, black pupils are associated with a "demonised identity," characterized as peer-led, culturally deprived, and underachievers.
Definition: Dominant discourse refers to the prevailing set of ideas and attitudes that shape how people understand and discuss a particular topic, in this case, ethnic minority students' academic potential.
Interactionist theory suggests that teachers treat pupils according to these perceived identities. This can result in white pupils receiving more attention and support, while black pupils are ignored or expected to fail regardless of their actual abilities or efforts.
Example: A teacher might unconsciously give more challenging work or additional help to white students while neglecting to push black students to reach their full potential due to lowered expectations.
Archer's theory also accounts for the overachievement of some Asian pupils, particularly Chinese students. This demonstrates the nuanced nature of ethnic differences in educational achievement and the importance of considering multiple factors when analyzing these disparities.
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Ethnic differences in educational achievement are influenced by both internal and external factors, with internal school processes having a particularly significant impact on minority students' academic performance. This analysis examines key sociological explanations for achievement gaps between ethnic groups, focusing on issues like institutional racism, teacher labeling, curriculum biases, and socioeconomic factors.
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Ethnic differences in educational achievement internal factors play a significant role in explaining achievement gaps between ethnic groups. This section examines key internal school processes that impact minority students' academic performance.
Highlight: Teacher labeling based on racist stereotypes has a direct and profound effect on black pupils' educational outcomes.
Teacher labeling stemming from racist expectations is a crucial internal factor contributing to achievement differences. Gillborn and Youdell (2000) argue that teachers often anticipate misbehavior from black pupils, leading to quicker disciplinary actions and placement in lower academic streams. This labeling process restricts black students' access to quality teaching and advanced curriculum content.
Example: White pupils labeled as high achievers are placed in higher streams with better teachers, while black pupils face lower expectations and are relegated to foundation-level courses.
The national curriculum's ethnocentric focus is another significant internal factor. Ball (1994) contends that the curriculum is centered on European history, ignoring ethnic diversity and potentially alienating black and Asian students. This lack of representation can lead to feelings of exclusion and underachievement among minority pupils.
Quote: Ball describes the curriculum as promoting "little-Englandism," reliving Britain's triumphs that often negatively impacted black and Asian pupils' relatives.
Coard supports this view, arguing that the lack of representation across the curriculum directly contributes to ethnic minorities' underachievement. The national curriculum's pervasive influence across all UK schools makes it a particularly powerful factor in shaping achievement outcomes for minority students.
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While internal factors are crucial, ethnicity and achievement sociology external factors also play a role in educational disparities. This section explores how family structure, socioeconomic status, and material deprivation contribute to achievement differences between ethnic groups.
Sewell (2009) argues that family structure, particularly the absence of male role models, can lead black boys to join street gangs and subcultures that devalue education. This external factor may contribute to underachievement among certain ethnic groups.
Highlight: Statistics show that Bangladeshi, black, and Pakistani pupils are most likely to be eligible for Free School Meals (FSM), indicating higher levels of economic disadvantage.
Polmer (2012) notes that half of all ethnic minority children come from low-income backgrounds, compared to just a quarter of white pupils. This disparity in socioeconomic status can significantly impact educational outcomes through material deprivation.
Vocabulary: Material deprivation refers to the lack of essential resources and opportunities due to poverty, which can hinder educational achievement.
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The concept of pupil identities and how teachers perceive different ethnic groups is another crucial factor in explaining ethnic differences in educational achievement sociology a level. This section examines how these perceptions shape academic outcomes for minority students.
Archer (2008) introduces the idea of dominant discourses surrounding ethnic minority pupils. She argues that teachers often view white, middle-class pupils as the "ideal," succeeding through natural ability. In contrast, black pupils are associated with a "demonised identity," characterized as peer-led, culturally deprived, and underachievers.
Definition: Dominant discourse refers to the prevailing set of ideas and attitudes that shape how people understand and discuss a particular topic, in this case, ethnic minority students' academic potential.
Interactionist theory suggests that teachers treat pupils according to these perceived identities. This can result in white pupils receiving more attention and support, while black pupils are ignored or expected to fail regardless of their actual abilities or efforts.
Example: A teacher might unconsciously give more challenging work or additional help to white students while neglecting to push black students to reach their full potential due to lowered expectations.
Archer's theory also accounts for the overachievement of some Asian pupils, particularly Chinese students. This demonstrates the nuanced nature of ethnic differences in educational achievement and the importance of considering multiple factors when analyzing these disparities.
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Ethnic differences in educational achievement sociology is a complex topic influenced by multiple factors:
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