3. Aims  You should be able to describe the patterns of ethnic differences in educational achievement  You need to be able to evaluate the role of external factors including cultural and material deprivation and racism  You need to be able to evaluate the role of internal factors including labelling, pupil subcultures, the curriculum and selection and segregation

4. GCSE GRADES 2006 A*-C

5. External factors and differences in educational attainment  Cultural deprivation  Material deprivation and class  Racism in wider society

6. Intellectual and linguistic skills BBereiter (1966) claimed that the language spoken by low income American black families was inadequate for educational success HHowever, The Swann Report (1985) found that language was not a major factor explaining underachievement GGillborn (2000) found Indian pupils do very well even if they do not have English as their first language

7. Attitudes and values  Cultural deprivation theorists see lack of motivation as a major cause of failure amongst many black children  Some have a fatalistic attitude that does not value education and leaves them unequipped for success

8. Family structure and parental support – Asian families LLupton (2004) found the adult authority structure that operates in Asian families is similar to the schools RRespectful behaviour towards adults was expected from children TThis had a knock on effect in school, parents were more likely to support the schools discipline policies

9. Family structure and parental support – White w/c families  Lupton (2004) found that many white w/c pupils had low aspirations and they underachieved  Teachers reported poorer levels of behaviour and discipline in white w/c schools  Teachers blamed a lack of parental support and negative attitudes towards education

10. Criticisms of cultural deprivation  Driver (1977) argues that this theory ignores the positive effects of ethnicity. E.g. black Matrifocal families  Lawrence (1982) challenges Pryce. He claims black pupils underachieve because of racism  Keddie (1973) sees this theory as victim blaming. She blames the ethnocentric curriculum

11. Racism in wider society  Mason (1995) points out that discrimination is a continuing experience of ethnic minorities  Noon (1993) sent fictitious applications to 100 companies. They were more encouraging to the ‘white’ applicant  This helps to explain why some ethnic groups face unemployment and low pay

12. Internal factors and ethnic differences in educational achievement  Labelling and teacher racism  Pupil subcultures  The ethnocentric curriculum  Selection and segregation

13. Labelling and teacher racism – Asian pupils  Teachers assumed they would have a poor grasp of English so they left them out of discussion  Asian pupils felt isolated when teachers openly disapproved of their customs

14. Pupil responses and subcultures – MARY Fuller  Group of black girls in year 11 at a London comprehensive school openly rejected labels given to them by teachers  Importantly, the study shows pupils can reject labels and can succeed even when they refuse to conform

15. Mirza – failed strategies to avoiding racism  Racist teachers discouraged black pupils through careers advice  Much of the girls time was spent trying to avoid the effects of teachers’ negative attitudes  They were selective about which teachers to ask for help and avoided picking options with teachers with racist attitudes  Although the girls had high self-esteem, these strategies put them at a disadvantage by restricting their opportunities

16. Sewell: the variety of boys’ responses  The rebels – the most visible group. Conforming to the stereotype of the black macho lad  The conformists – the largest group. Not part of a subculture, anxious to avoid stereotyping  The retreatists – tiny minority. Disconnected from school and black subcultures, despised by the rebels

17. Sewell: the variety of boys’ responses  The innovators – second largest group. pro-education, but anti- school. This group are still concerned about academic success  Sewell recognises that other factors contribute to underperformance. Including low aspirations, absent fathers and media images of blacks

18. Racism and Under- Achievement by Coard (1971) 1.Afro-Caribbean children are told their way of speaking is second rate and unacceptable 2.In the English language ‘White’ is good, ‘Black’ is evil 3.Education ignores black people 4.Racism goes on in and out of the classroom

19. Gillborn AND YOUDELL 2000 – RATIONING EDUCATION Racism continues to play an important part in disadvantaging ethnic minorities. They studied two high schools in London and found racist practices.

20. In both schools, black pupils were more likely to be placed in lower sets. Black pupils were also more likely to be entered for lower tiers in GCSEs. One school entered 71% of blacks for foundation level maths, meaning it was impossible to gain a grade C..