ethnic differences in achievement
external factors
Cultural Deprivation
Cultural deprivation theorists argue that some ethnic minority groups lack the norms, values, and attitudes needed for academic success.
Key Ideas:
Language Barriers:
Some ethnic minority children may speak English as a second language.
Bereiter and Engelmann (1966) – Language used by low-income Black American families is inadequate for success in mainstream education.
However, most ethnic minority children catch up quickly, so language is not a major long-term barrier.
Family Structure and Parental Support:
Moynihan (1965): Black Caribbean families are often headed by single mothers, leading to a lack of male role models and financial stability.
Sewell (2009): Lack of ‘tough love’ from fathers makes Black boys more vulnerable to street culture and anti-school peer pressure.
Asian families (Indian and Chinese) often have strong family structures with high parental expectations, promoting educational success.
Attitudes and Values:
Some sociologists argue that certain ethnic minority groups are less likely to adopt values that promote educational success.
Archer and Francis (2007): Chinese parents instil a strong ‘pro-school’ attitude in their children, leading to higher attainment.
Impact:
Cultural deprivation can create barriers to success, but it overlooks the impact of racism and discrimination within schools.
Material Deprivation and Class
Ethnic minorities are more likely to experience poverty and material deprivation, which can negatively impact their educational achievement.
Key Issues:
Low Income and Poor Housing:
Ethnic minority families are more likely to live in overcrowded housing or deprived areas, leading to less space for studying.
Unemployment and Low Wages:
Pakistani, Bangladeshi, and Black Caribbean groups are more likely to experience poverty and financial hardship.
Diet and Health:
Poor nutrition and lack of resources can lead to lower concentration and higher absenteeism.
Impact:
Material deprivation affects ethnic minorities similarly to working-class white students.
However, some ethnic minority groups (e.g., Indian and Chinese) succeed despite experiencing poverty.
Racism in Wider Society
Racism in wider society can impact the aspirations and confidence of ethnic minority students
Key Ideas:
Rex (1986): Racial discrimination in housing and employment leads to social exclusion and economic hardship for ethnic minorities.
Wood et al. (2010): Found evidence of racial discrimination in job applications, where ethnic minority applicants were less likely to be offered interviews.
Impact:
Experiences of racism can lead to low self-esteem and a sense of marginalisation, affecting educational performance.
internal
Labelling and Teacher Expectations
teachers may label ethnic minority students based on stereotypes, leading to different expectations and outcomes.
key Ideas:
Gillborn and Youdell (2000):
Teachers had lower expectations of Black students, labelling them as disruptive or less capable.
This led to a self-fulfilling prophecy where Black students responded by rejecting school norms.
Wright (1992):
Found that Asian pupils were often excluded from class discussions and treated with ‘patronising tolerance.’
Teachers assumed Asian pupils had poor English, leading to marginalisation.
Archer (2008):
Identified three pupil identities:
Ideal Pupil: White, middle-class, achieving through natural ability.
Pathologised Pupil: Asian, seen as hardworking but lacking natural ability.
Demonised Pupil: Black or white working-class, seen as culturally deprived and rebellious.
Impact:
Labelling can lead to underachievement or opposition to school values, particularly among Black Caribbean boys.
Streaming, Setting, and the Educational Triage
Ethnic minority pupils are more likely to be placed in lower sets or streams.
Key Ideas:
Gillborn and Youdell (2000) – Educational Triage:
Teachers prioritise ‘borderline’ students who can improve league table results.
Ethnic minority students, particularly Black boys, are often placed in lower sets, reducing their opportunities.
Impact:
Lower sets and streams limit access to higher-level knowledge, leading to a self-fulfilling prophecy of underachievement.
Institutional Racism
Institutional racism refers to the systemic practices within schools that disadvantage ethnic minority students.
Key Ideas:
Gillborn (2008): Argues that institutional racism is embedded in the education system, disadvantaging Black pupils.
Marketisation Policies:
School choice policies often disadvantage ethnic minorities.
Ethnic minority parents may lack the knowledge or resources to navigate the system effectively.
Impact:
Institutional racism limits opportunities and contributes to the achievement gap between ethnic groups.