Understanding Ethnic Disparities in Educational Achievement
This content explores the patterns of ethnic differences in educational achievement, evaluating factors such as cultural deprivation, material deprivation, and racism. It highlights the role of external and internal factors like labelling, pupil subcultures, curriculum, and institutional racism on educational outcomes. The article discusses disparities between ethnic groups, with White and Asian pupils generally performing better than Black pupils, and suggests ways schools can address these challenges.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Ethnicity & educational achievement. To be able to describe the patterns of ethnic differences in educational achievement Understand and be able to evaluate the role of different external factors, including cultural deprivation, material deprivation and racism in wider society Understand and be able to evaluate the role of different internal factors, including labelling, pupil subcultures, the curriculum, institutional racism and selection and segregation.
Starter News article recap (5 mins) Answer the following questions on paper 1. What are the problems with highlighting the performance of any particular groups of students for example ethnic minority students? 2. Which two groups tend to do very well? 3. Which group is the biggest concern? 4. Reading from the graph on page 2 which group had the highest 5 good GCSEs? 5. What did you find out about exclusion? 6. What can schools do about this problem?
Starter News article recap (5 mins) Answer the following questions on paper 1. What are the problems with highlighting the performance of any particular groups of students for example ethnic minority students may make problems worse, encouraging prejudice and damaging self-esteem 2. Which two groups tend to do very well? Chinese and Indian 3. Which group is the biggest concern? African and Caribbean origin 4. Reading from the graph on page 2 which group had the highest 5 good GCSEs? Other Asian including Chinese, Indian was second highest 5. What did you find out about exclusion? Black Caribbean pupils had the highest rate of permanent exclusions 6. What can schools do about this problem? More black teachers additional schooling for black pupils?
Ethnic Achievement - Evidence Inequalities in the educational achievements of different ethnic groups White and Asian pupils tend to do better than black pupils Significant differences between different groups e.g. Indians do better than Pakistanis and Bangladeshis Also gender differences within and between ethnic groups Most groups girls do better than boys Middle-class do better than working-class children from ethnic groups Many white-working class pupils perform lower than that of other ethnic groups E.g. the DFEs 2010 study only 23% of white boys on FSM gained 5 A*-C grades at GCSE White pupils make less progress between 11-16 than black or Asian pupils
How can we separate class differences into groups? Internal: Factors within schools and the education system, such as interactions between pupils and teachers and inequalities within school. External: factors outside the education system, such as the influence of home and family background and wider society.
This lesson external factors cultural deprivation Guess the pictures which aspect of cultural deprivation do they relate to? Intellectual and linguistic skills
This lesson external factors cultural deprivation Guess the pictures which aspect of cultural deprivation do they relate to? Attitudes and values
This lesson external factors cultural deprivation Guess the pictures which aspect of cultural deprivation do they relate to? Family structure and parental support
Cultural deprivation Underachievement of some ethnic groups as a result of inadequate socialisation in the home. This explanation has three main aspects 1. Intellectual and linguistic skills 2. Attitudes and Values 3. Family structure and parental support
Cultural deprivation explanation 1 Intellectual and linguistic skills Sociologists argue that children from low income black families lack intellectual stimulation and enriching experiences Leaves them poorly equipped for school because they haven t developed reasoning and problem solving skills. Bereiter and Engelmann language spoken by low-income black American families is inadequate for success Ungrammatical, disjointed and incapable of expressing abstract ideas English as an additional language may have problems accessing school work.
Task Create a mind map of how family support affects YOUR educational achievement Think about the support you get with school work? Do you get praise if you do well? How does your family support you if you don t do well?
Family structure and parental support Read page 6 what did Moynihan (1965) discover about black- Caribbean families? However, Murray disagrees how?
Asian families Read page 39 What does Sewell believe about Asian work ethic Lupton (2004) agrees with this what does she believe? Read page 5-6 of your booklet and answer the questions to follow
White working class families Low aspirations White working-class pupils also underachieve and have lower aspirations McCulloch (2014) did a survey and found that ethnic minority pupils are more likely to have aspirations to go to university compared to white British pupils The lack of aspirations may be caused by lack of parental support
White working class families Low aspirations Research to support Lupton studied four mainly working-class schools Sample of schools: two white, one serving a largely pakistani community and the fourth drawing pupils from an ethnically mixed community Findings: teachers reported poorer levels of behaviour and discipline in the white working-class schools, despite the fact they had fewer children on free school meals (a common measure of poverty) Teachers blamed the behaviour on lower levels of parental support and the negative attitude that white-working class parents had towards education. In contrast, ethnic minority parents were more likely to see education as a way up in society
RECAP Last lesson 1. Name one piece of evidence of ethnic differences in achievement White and Asian pupils tend to do better than black pupils Significant differences between different groups e.g. Indians do better than Pakistanis and Bangladeshis 2. How do linguistic skills cause underachievement for many ethnic minority children? Many children from low-income black families lack intellectual stimulation and enriching experiences, leaving them poorly equipped for school because they may not have developed reasoning and problem-solving skills. 3. Outline the differences in family structure between black and Asian families? Moynihan (1965) mother s financial struggles in the absence of a male breadwinner. Asian Asian work ethic Family values/rules are similar to those at school 4. Name one evaluation point for rejecting cultural deprivation (Lawrence 1982) nothing to do with self-esteem and values, due to racism inside the education system. o o
Q uestions to think about Do you agree that cultural deprivation alone is the sole cause of ethnic difference in education? What other external factors may have an affect on educational achievement?
Ethnic differences in achievement factor 2: Material Deprivation Define material deprivation: A lack of physical necessities that are seen as essential or normal for life in today s society Are ethnic minorities more likely to face poverty and material deprivation? What are the reasons for this?
RECAP- Mind map Outline material factors which affect educational achievement NOTE: this doesn t need to be related to ethnicity yet!
Material Deprivation The facts We have looked at how factors such as housing and low income can affect educational achievement. Ethnic minorities are MORE likely to face these problems. 50% of ethnic minority children live in low-income households compared to 25% of white children Ethnic minorities are twice as likely to be unemployed compared with whites. 50% of Bangladeshi and Pakistani workers earned under 7 pounds an hour, compared with 25% of British workers.
Task Material Deprivation page 10 Discuss the facts on page 10 how could the reasons for material deprivation have an effect on educational achievement?
Task Material Deprivation page 10 There are several reasons why some ethnic minorities may be at greater risk of the material deprivation that results from low unemployment low pay and overcrowding: Use the cards to help you fill in the task, discuss each card in turn.
Many ethnic minority groups live in economically depressed areas with high unemployment and low wage rate. Cultural factors such as the tradition of purdah in some Muslim households, which prevents women working outside of the home. A lack of language skills, and foreign qualifications nit being recognised by UK employers. These are more likely to affect more recently arrived groups, many who are refugees. Most members of established minority groups are fluent in English. Parents who are working shifts or engaged in low-paid homeworking. Asylum seekers may not be allowed to take work. Racial discrimination in the labour market and housing market.
Interpreting statistics Read page 11 what can you conclude from the graph? Which groups have the highest percentage of FSM registration? How might this link to material and cultural deprivation?
External factor 3: Racism in wider society Rex (1986) argues that racial discrimination leads to social exclusion and for ethnic minorities this worsens the poverty e.g. because of discrimination ethnic minorities are more likely to live in substandard housing than white people of the same class. Wood et al (2010) Outline the research and what he concluded from the research page 41 Cline et al (2002) page 12, develop this point further, how could this lead to underachievement in certain ethnic groups? How would you feel trying to learn in an environment like this?
Summary Summarise each external factor in a few sentences 1.Cultural deprivation; intellectual and linguistic skills, family structure and parental support 2.Material deprivation; housing, unemployment 3.Racism in wider society
