ethnicity and achievement- external

evidence for cultural deprivation

promoting/not promoting intellectual skills

absent fathers or family structures

attitudes and values

Bereiter and Engleman

the level of literacy in the US among low income black families is inadequate for educational success

‘disjointed and unable to express abstract ideas’

some children are held back by not having a grasp on english (being EAL)

Burgess and Greaves

attributed much of london success in grade attainment to improvements of primary schools

material deprivation

Moynihan- 1960s black families tended to be deprived single mothers and no breadwinner

Palmer- 50% of all ethnic minority children live in low income households

• 3x more homeless

• 2x more unemployed

• likely to earn lower wages

job application study

Wood

sent out 1000 job applications as similarly qualified candidates but changed the names and origins of applicants

1 in 16 ethnic minorities were offered an interview

1 in 9 while candidates were offered an interview

ethnicity and class

indian pupils go against the ideas discussed and are higher achievers (most likely minority to go to private school)

indian and chinese pupils who are deprived will do better than other children

85% chinese FSM girls got 5 GCSEs compared to 65% NON FSM white girls

Modood- the effects of material deprivation have less impact on ethnic minorities than while pupils

cultural deprivation theory

WC and minorities have certain inadequacies which limit their life changes

looking at class and ethnicity can be seen as putting blame on them

Raz- CD theory came from 50s and 60s research which was racist and classical so the evidence and data used to back it up is inaccurate or does not exist

CD still underpins governs policy

Sewell- became chair of race and ethnic disparities commission which renewed his worries for black british boys