external factors of ethnic differences in achievement - material deprivation

• Many sociologists argue that ethnic differences in achievement can best be explained by looking at what type of factors? 

• what are the 3 main external factors?

• Many sociologists argue that ethnic differences in achievement can best be explained by looking at factors outside the school - in the home, family and culture of the child, and the impact of wider society.

The main external factors

1. cultural deprivation

2. material deprivation

3. racism in wider society.

• what does material deprivation mean?

• In general, who are more likely to face poverty and material deprivation?

• Material deprivation explanations see educational failure as resulting from what factors?

• Material deprivation means a lack of those physical necessities that are seen as essential or normal for life in today's society.

• In general, working-class people are more likely to face poverty and material deprivation.

• Material deprivation explanations see educational failure as resulting from factors such as substandard housing and low income.

Minority ethnic groups are more likely to material deprivation . For example, according to G___ P____ (2012):

• Almost h___ of all children from minority ethnic backgrounds live in what type of households? , as against a q___ of W___ children.

• Members of minority e____ g____ are almost twice as likely to be u_____ as White people.

• Minority e____ g____ households are around how many times as likely to be h___.

• Almost half of B_____ and P____ workers earned under how much per hour, compared with only a quarter of W___ B___ workers.

Minority ethnic groups are more likely to material deprivation . For example, according to Guy Palmer (2012):

• Almost half of all children from minority ethnic backgrounds live in low-income households, as against a quarter of White children.

• Members of minority ethnic groups are almost twice as likely to be unemployed as White people.

• Minority ethnic group households are around three times as likely to be homeless.

• Almost half of Bangladeshi and Pakistani workers earned under £7 per hour, compared with only a quarter of White British workers.

In addition, minority ethnic groups are more likely to be engaged in what  and B____ and P____ women are more likely than others to be engaged in what?

In addition, minority ethnic groups are more likely to be engaged in shift work, and Bangladeshi and Pakistani women are more likely than others to be engaged in low-paid homeworking.

There are several reasons why some minority ethnic groups may be at greater risk of the material deprivation that results from what 3 things? :

• Many live in what type of areas with high u____ and low w__ rates.

• c____ f___ such as the tradition of p__ in some Muslim households, which prevents women from doing what?

• A lack of l___ skills, and foreign q____ not being recognised by UK employers. These are more likely to affect who? Most members of established minority groups are fluent in English.

• A___ s____ may not be allowed to take work

• Racial discrimination in what 2 areas ?

There are several reasons why some minority ethnic groups may be at greater risk of the material deprivation that results from unemployment, low pay and overcrowding:

• Many live in economically depressed areas with high unemployment and low wage rates.

• Cultural factors such as the tradition of purdah in some Muslim households, which prevents women from working outside the home.

• A lack of language skills, and foreign qualifications not being recognised by UK employers. These are more likely to affect recently arrived groups, many of whom are refugees. Most members of established minority groups are fluent in English.

• Asylum seekers may not be allowed to take work

• Racial discrimination in the labour market and housing market

• Such inequalities are reflected how?

•  The material deprivation explanation argues that such class differences explain why for example P____ pupils tend to do worse than I____ and W___ pupils.

• indian pupils - whose achievements are generally above a___ - are likely to be from b___-o___ backgrounds. For example, they are the ethnic group most likely to a___ p___ s____ - at t___ the rate of W____ p___ and f___ times that of B___ p____.

• Such inequalities are reflected in the proportion of children from different ethnic groups who are eligible for free school meals,

•  The material deprivation explanation argues that such class differences explain why for example Pakistani pupils tend to do worse than Indian and White pupils.

• indian pupils - whose achievements are generally above average - are likely to be from better-off backgrounds. For example, they are the ethnic group most likely to attend private schools - at twice the rate of White pupils and five times that of Black pupils.

material deprivation criticisms - 

✘- e____ can mitigate material deprivation:

• Material deprivation theory assumes that what? always leads to poor educational achievement. However, C____ and I___ pupils still outperform many W___ pupils, even when m___ d____.

• For example, in 20__, __% of Chinese girls who received what? achieved five or more higher grade GCSES, compared with only _^% of White girls who were not receiving what?

• M___ (20___) also found that low-income pupils from some ethnic minority groups do better than their W____ c____, suggesting other factors like what 2 things play a role?

✘- c____ factors matter:

• material deprivation underestimates the importance of what

• For example, many Chinese and Indian families place a strong emphasis on what , which can o___ the disadvantages of m___ d___.

✘- i____ factors matter :

• Material deprivation theory ignores what?

• h___-q___ t____, s____ school environments, or p____ peer pressure can help d____ pupils succeed, meaning p____ alone doesn’t determine outcomes.

material deprivation criticisms - 

✘- Ethnicity can mitigate material deprivation:

• Material deprivation theory assumes that low income always leads to poor educational achievement. However, Chinese and Indian pupils still outperform many White pupils, even when materially deprived.

• For example, in 2011, 86% of Chinese girls who received free school meals achieved five or more higher grade GCSES, compared with only 65% of White girls who were not receiving free school meals.

• Modood (2004) also found that low-income pupils from some ethnic minority groups do better than their White counterparts, suggesting other factors like cultural values or parental expectations play a role.

✘- Cultural factors matter:

• material deprivation underestimates the importance of cultural attitudes towards education.

• For example, many Chinese and Indian families place a strong emphasis on academic success, which can offset the disadvantages of material deprivation.

✘- internal factors matter :

• Material deprivation theory ignores school-level and peer influences.

• High-quality teaching, supportive school environments, or positive peer pressure can help deprived pupils succeed, meaning poverty alone doesn’t determine outcomes.