1. Starter: Reading Task
1. The article mentions social mobility, what does this mean?
2. Which groups have outperformed other ethnic groups?
3. Although these groups outperform other ethnic groups, what does the article suggest about their job prospects? What are the reasons for this?
4. Data from education Datalab found the gap between the performance of pupils from the poorest and better-off households was widest for which group?
5. White pupils are less likely to go to university, according to the article, what are the reasons for this?
6. What does the report recommend schools/government do, to help tackle these issues?
7. Highlight any other concepts/phrases which relate to sociology or anything we have looked at so far.

2. Starter: Reading Task
1. The article mentions social mobility, what does this mean?
How people in society can move between social classes
2. Which groups have outperformed other ethnic groups?
Bangladeshi and Pakistani students
3. Although these groups outperform other ethnic groups, what does the article suggest about their job prospects? What are the reasons for this?
Less likely to be employed in a managerial or professional position, compared to white counterparts. Driven partly by workplace discrimination.
4. Data from education Datalab found the gap between the performance of pupils from the poorest and better-off households was widest for which group?
White British families
5. White pupils are less likely to go to university, according to the article, what are the reasons for this?
Family behaviour is one factor – parental attitudes
6. What does the report recommend schools/government do, to help tackle these issues?
Shouldn’t set by ability
Try and get parents to engage more with education (particularly from white working class families, Gypsy, Roma and Traveller groups)

3. Discussion…
How many internal factors can you remember? (internal factors = things that happen INSIDE the school) HINT: Think back to class – do any of these apply? Can you think of any additional ones?

4. Ethnicity & educational achievement – Internal Factors
To be able to describe the patterns of ethnic differences in educational achievement
Understand and be able to evaluate the role of different external factors, including cultural deprivation, material deprivation and racism in wider society
Understand and be able to evaluate the role of different internal factors, including labelling, pupil subcultures, the curriculum, institutional racism and selection and segregation.

5. Internal factor 1. Labelling & teacher racism
‘Ideal pupil’ – what is the ideal pupil?
Black and Asian pupils are often the furthest away from the ideal pupil = underachievement
Gilborn & Youdell (2000) Black pupils and discipline – key research – what did they find?
Is there any research to support?

6. Internal factor 1. Labelling & teacher racism
Asian pupils and discipline
Wright (1992) found labelling was also a factor that led to Asian students underachieving. He found that teachers often assumed they had a poor grasp of English and as a result left them out of class discussions. Teachers often expressed disapproval of their customs and mispronounced their name. Teachers felt that Asian pupils were problems they could ignore

7. STARTER - Preparation Whiteboard relay!
Have a quick look over your ethnicity booklet!
You need to contribute to a mind map that we are going to create as a class on external factors affecting educational achievement.
Whiteboard relay!

8. Counter-argument labelling
Wright (2013) in an interview-based study of year old young black people in Nottingham and Birmingham who had been excluded from schools, found they actively resist their negative school experiences and work to transform their labelling as ‘failures’ into a desire to have a ‘positive educational outcome’. What does this research show? Discuss for two mins… This research shows that negative labels don’t always have a negative effect and lead to SFP.

9. Internal factor 3. pupil identities
Teachers stereotype ethnic identities
Fill in your grid on page 11 using page 42.

10. Internal factor 4: pupil responses and subcultures
Do negative labels always mean self- fulfilling prophecy?
What is the opposite effect of labelling?
Summarise Fuller, Mac and Ghaill on page 43

11. Pupil responses and subcultures
How could pupils respond to negative labelling and teacher racism?
Labelling doesn’t ALWAYS turn into SFP
Fill in your booklet on page 12 using page 43 of the textbook.

12. Sewell: The variety of boys responses
Using page 44 of the textbook, summarise the four responses of black pupils to the absence of fathers and influence of peer groups
Draw a picture representing the four responses.

13. Evaluation of labelling and pupil responses
Labelling doesn’t focus purely on the child’s home background like cultural deprivation theory does, labelling shows how stereotypes can be a cause of failure
There is danger of seeing these stereotypes as simply the product of individual teacher’s prejudices rather than how the education system operates as a whole
Gillborn and Youdelll argue that the policy of publishing league tables creates an A-C economy, and leads to a large number of black and working-class pupils being placed in lower streams or entered for lower tier exams
Danger of assuming that once labelled, pupils then become victims of S.F.P and then fail.

14. Internal factor 5. institutional racism
Individual racism: results from the prejudiced views of individual teachers and others.
Institutional racism: discrimination that is built into the way institutions such as schools operate.

15. The ethnocentric curriculum
Definition: Ethnocentric Curriculum
“This refers to the attitude or policy which gives priority to a particular ethnic group whilst disregarding others. It could be argued that the curriculum today is based on the white culture.”

16. The ethnocentric curriculum - Task
Read through the worksheet, answer the questions
1. what phrase did Ball use to describe the curriculum?
2. As we are aware, Indian and Chinese pupils still do well at school, what does this tell us about the effects of an ethnocentric curriculum on educational achievement?
3. What do Troyna and Williams believe about the languages taught at school?
4. What do Troyna and Williams believe about languages in school?

17. The ethnocentric curriculum - Task
Read through the worksheet, answer the questions
1. what phrase did Ball use to describe the curriculum?
Promotes an attitude of ‘Little Englandism’, subjects such as history ignoring history of black and Asian people.
2. As we are aware, Indian and Chinese pupils still do well at school, what does this tell us about the effects of an ethnocentric curriculum on educational achievement?
- That the ethnocentric curriculum doesn’t effect all pupils, there is also a lack of history on Indian and Chinese culture/historical events
3. What do Troyna and Williams believe about the languages taught at school?
Describe the curriculum in British schools as ethnocentric, because it gives priority to white culture and the English language
4. What do Troyna and Williams believe about languages in school?
see the insufficient provision for teaching Asian languages as institutional racism, because it is an example of racial bias, being built into the everyday workings of schools and colleges

18. Video – teacher racism
A wake up call for all ages, this programme teaches about prejudices using a dramatic framework.
It provides an insight into of the realities of discrimination as experienced by actual students in the classroom of third grade teacher, Jane Elliott, whose demonstration shows how quickly children can succumb to discriminatory behaviour.
This video shows her famous exercise where she divides her class based upon the colour of their eyes and bestows upon one group privileges and on the other group impediments. Her work endures to this day and decades later, still has a great deal to teach us.

19. Marketization and segregation (internal)
Marketization: “introducing market forces of supply and demand into areas run by the state, such as education and NHS.
1988 education reform act began the marketization of education by encouraging competition between schools and choice for parents.

20. DISCUSSION
“How could schools discriminate through their marketization?” Come up with two ways… Hint: think of selection processes/admissions and ethnicity

21. marketization and segregation (internal)
Biases in Britain for school admission procedures:
Reports from primary schools that stereotype minority pupils
Racist bias in interviews for school places
Lack of information and application forms in minority languages

22. Assessment – Write notes on back of booklet
Access to opportunities… Pg. 47
What are the problems with the ‘gifted and talented’ programme for black Caribbean pupils?
Which ethnic minority group were more likely to be entered for lower tier exams?

23. Summary Chinese and Indian pupils tend to do better
Black pupils do worse…
Class and gender differences within groups, black females do better than black males
External factors, cultural deprivation – unstable family structure or inadequate socialisation
Internal factors, teachers racist labelling, pupil identities & institutional racism.

24. Apply your knowledge ANSWERS
5. A curriculum that reflects or gives priority to the culture and viewpoint of one particular ethnic group, while disregarding others.
6. The ideal pupil identity (white, middle-class); the pathologised pupil identity (Asian, deserving poor); the demonised pupil identity (black or white working-class).

25. Ethnicity 20 mark Essay - Item
There are clear differences in the educational achievement of different ethnic groups. For example, in 2006, 73% of pupils of Indian origin gained 5 A*-C passes at GCSE compared with 56% of white and 47% of black pupils. Sociologists are interested in the causes of these inequalities in educational achievement. Some argue that ethnic differences in educational achievement are primarily the result of school factors. For example, Wright (1992) found that teachers perceived and treated minority ethnic pupils differently from white pupils. Afro-Caribbean boys were often expected to behave badly and they received a disproportionate amount of negative teacher attention. Other sociologists claim that non-school factors such as family structure and home background have a greater impact on the educational achievement of different ethnic groups

26. Question
Applying material from Item A and your knowledge, evaluate the claim that ‘ethnic differences in educational achievement are primarily the result of school factors’
(20 marks)

27. Summarise what you have learnt about internal factors on your post-it
Plenary
Summarise what you have learnt about internal factors on your post-it