external factors of ethnic differences in achievement - race in wider society

• 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.

• While Some sociologists argue that while p____ and m____ d____  affects educational achievement, some sociologists argue that poverty is itself the product of another factor - r___.

• As D____ M____  (2000) puts it, 'd____ is a c____ and p____ feature of the experience of B____ citizens of m____ e____ o____'.

• While Some sociologists argue that while poverty and material deprivation  affects educational achievement, some sociologists argue that poverty is itself the product of another factor - racism.

• As David Mason (2000) puts it, 'discrimination is a continuing and persistent feature of the experience of Britain's citizens of minority ethnic origin'.

• J____ R___ (1986) shows how racial discrimination leads to s____ e____ and how this w___ the p___ faced by minority ethnic groups.

• explain the example of housing

• John Rex (1986) shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by minority ethnic groups.

• In housing, for instance, discrimination means that minorities are more likely to be forced into substandard accommodation than White people of the same class.

• In employment, too, there is evidence of direct and deliberate d____.

• For example, W___ et al (2010) investigated ethnic discrimination in hiring by doing what ?

• Each job received 3 applications- what were they?

• They found that which applicants were much less likely to be invited for an interview—only 1 in ___ compared to 1 in __ for which applicants—

• This helps to explain why members of minority ethnic groups are more likely to face u_____ and l____ p____, and this in turn has a negative effect on their children's e___ p___.

• In employment, too, there is evidence of direct and deliberate discrimination.

• For example, Wood et al (2010) investigated ethnic discrimination in hiring by sending almost 1,000 fake job applications.

• Each job received one application with a White-sounding name and two with minority-sounding names.

• They found that minority applicants were much less likely to be invited for an interview—only 1 in 16 compared to 1 in 9 for White applicants—

• This helps to explain why members of minority ethnic groups are more likely to face unemployment and low pay, and this in turn has a negative effect on their children's educational prospects.

✘- criticism of the race in wider society theory

✘- o____ on racism alone:

• The argument may exaggerate the role of racism and underplay other factors, such as i____ e____, c____ v____, or f___ s____, that can influence both p____ and e____ o____.

• For example, some minority pupils achieve highly despite experiencing d____ and poverty.

✘- d____ perspective:

• It assumes that racism i____ leads to poverty and poor educational outcomes, which is too d____.

• Evidence like what? suggests that structural discrimination does not always directly determine outcomes.

✘ - Ignores i____:

• The argument focuses mainly on e____ but neglects how other factors like g____ or p____ e____ intersect with race to affect poverty and educational achievement.

• For example, disadvantaged White children may also face poverty-related barriers without experiencing what?

✘- criticism of the race in wider society theory

✘- Overemphasis on racism alone:

• The argument may exaggerate the role of racism and underplay other factors, such as individual effort, cultural values, or family support, that can influence both poverty and educational outcomes.

• For example, some minority pupils achieve highly despite experiencing discrimination and poverty.

✘- Deterministic perspective:

• It assumes that racism inevitably leads to poverty and poor educational outcomes, which is too deterministic.

• Evidence like high achievement among Chinese and Indian pupils suggests that structural discrimination does not always directly determine outcomes.

✘ - Ignores intersectionality:

• The argument focuses mainly on ethnicity but neglects how other factors like gender or parental education intersect with race to affect poverty and educational achievement.

• For example, disadvantaged White children may also face poverty-related barriers without experiencing ethnic discrimination.