1. Ethnicity & educational achievement.
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.

2. Starter – News article recap (5 mins)
Answer the following questions on paper
What are the problems with highlighting the performance of any particular groups of students for example ethnic minority students?
Which two groups tend to do very well?
Which group is the biggest concern?
Reading from the graph on page 2 – which group had the highest 5 good GCSEs?
What did you find out about exclusion?
What can schools do about this problem?

3. Starter – News article recap (5 mins)
Answer the following questions on paper
What are the problems with highlighting the performance of any particular groups of students for example ethnic minority students – may make problems worse, encouraging prejudice and damaging self-esteem
Which two groups tend to do very well? Chinese and Indian
Which group is the biggest concern? African and Caribbean origin
Reading from the graph on page 2 – which group had the highest 5 good GCSEs? Other Asian including Chinese, Indian was second highest
What did you find out about exclusion? Black Caribbean pupils had the highest rate of permanent exclusions
What can schools do about this problem? More black teachers – additional schooling for black pupils?

4. Ethnic Achievement - Evidence
Inequalities in the educational achievements of different ethnic groups
White and Asian pupils tend to do better than black pupils
Significant differences between different groups e.g. Indians do better than Pakistanis and Bangladeshis
Also gender differences within and between ethnic groups
Most groups – girls do better than boys
Middle-class do better than working-class children from ethnic groups
Many white-working class pupils perform lower than that of other ethnic groups
E.g. the DFEs 2010 study only 23% of white boys on FSM gained 5 A*-C grades at GCSE
White pupils make less progress between than black or Asian pupils

5. How can we separate class differences into groups?
Internal: Factors within schools and the education system, such as interactions between pupils and teachers and inequalities within school.
External: factors outside the education system, such as the influence of home and family background and wider society.

6. This lesson – external factors cultural deprivation
Guess the pictures – which aspect of cultural deprivation do they relate to?
Intellectual and linguistic skills

7. This lesson – external factors cultural deprivation
Guess the pictures – which aspect of cultural deprivation do they relate to?
Attitudes and values

8. This lesson – external factors cultural deprivation
Guess the pictures – which aspect of cultural deprivation do they relate to?
Family structure and parental support

9. Cultural deprivation
Underachievement of some ethnic groups as a result of inadequate socialisation in the home.
This explanation has three main aspects
Intellectual and linguistic skills
Attitudes and Values
Family structure and parental support

10. Cultural deprivation explanation 1
Intellectual and linguistic skills…
Sociologists argue that children from low income black families lack intellectual stimulation and enriching experiences
Leaves them poorly equipped for school because they haven’t developed reasoning and problem solving skills.
Bereiter and Engelmann – language spoken by low-income black American families is inadequate for success
Ungrammatical, disjointed and incapable of expressing abstract ideas
English as an additional language may have problems accessing school work.

11. Task
Create a mind map of how family support affects YOUR educational achievement
Think about the support you get with school work?
Do you get praise if you do well?
How does your family support you if you don’t do well?

12. Family structure and parental support
Read page 6 – what did Moynihan (1965) discover about black- Caribbean families? However, Murray disagrees – how?

13. Asian families
Read page 39 – What does Sewell believe about ‘Asian work ethic’ Lupton (2004) agrees with this – what does she believe? Read page 5-6 of your booklet and answer the questions to follow…

14. White working class families Low aspirations
White working-class pupils also underachieve and have lower aspirations
McCulloch (2014) did a survey and found that ethnic minority pupils are more likely to have aspirations to go to university compared to white British pupils
The lack of aspirations may be caused by lack of parental support

15. White working class families Low aspirations
Research to support…
Lupton studied four mainly working-class schools
Sample of schools: two white, one serving a largely pakistani community and the fourth drawing pupils from an ethnically mixed community
Findings: teachers reported poorer levels of behaviour and discipline in the white working-class schools, despite the fact they had fewer children on free school meals (a common measure of poverty)
Teachers blamed the behaviour on lower levels of parental support and the negative attitude that white-working class parents had towards education.
In contrast, ethnic minority parents were more likely to see education as a “way up in society”

16. RECAP – Last lesson
Name one piece of evidence of ethnic differences in achievement
White and Asian pupils tend to do better than black pupils
Significant differences between different groups e.g. Indians do better than Pakistanis and Bangladeshis
2. How do linguistic skills cause underachievement for many ethnic minority children?
Many children from low-income black families lack intellectual stimulation and enriching experiences, leaving them poorly equipped for school because they may not have developed reasoning and problem-solving skills.
3. Outline the differences in family structure between black and Asian families?
Moynihan (1965) mother’s financial struggles in the absence of a male breadwinner. Asian ‘Asian work ethic’ Family values/rules are similar to those at school
4. Name one evaluation point for rejecting cultural deprivation
(Lawrence 1982) – nothing to do with self-esteem and values, due to racism inside the education system.

17. Q uestions to think about…
Do you agree that cultural deprivation alone is the sole cause of ethnic difference in education?
What other external factors may have an affect on educational achievement?

18. Ethnic differences in achievement factor 2: Material Deprivation
Define material deprivation:
“A lack of physical necessities that are seen as essential or normal for life in today’s society”
Are ethnic minorities more likely to face poverty and material deprivation?
What are the reasons for this?

19. RECAP- Mind map
Outline material factors which affect educational achievement…
NOTE: this doesn’t need to be related to ethnicity yet!

20. Material Deprivation – The facts
We have looked at how factors such as housing and low income can affect educational achievement. Ethnic minorities are MORE likely to face these problems.
50% of ethnic minority children live in low-income households compared to 25% of white children
Ethnic minorities are twice as likely to be unemployed compared with whites.
50% of Bangladeshi and Pakistani workers earned under 7 pounds an hour, compared with 25% of British workers.

21. Task – Material Deprivation page 10
Discuss the facts on page 10 – how could the reasons for material deprivation have an effect on educational achievement?

22. Task – Material Deprivation page 10
There are several reasons why some ethnic minorities may be at greater risk of the material deprivation that results from low unemployment low pay and overcrowding: Use the cards to help you fill in the task, discuss each card in turn.

23. Many ethnic minority groups live in economically depressed areas with high unemployment and low wage rate.
Cultural factors such as the tradition of purdah in some Muslim households, which prevents women working outside of the home.
A lack of language skills, and foreign qualifications nit being recognised by UK employers. These are more likely to affect more recently arrived groups, many who are refugees. Most members of established minority groups are fluent in English.
Asylum seekers may not be allowed to take work.
Racial discrimination in the labour market and housing market.
Parents who are working shifts or engaged in low-paid homeworking.

24. Interpreting statistics
Read page 11 – what can you conclude from the graph?
Which groups have the highest percentage of FSM registration?
How might this link to material and cultural deprivation?

26. External factor 3: Racism in wider society
Rex (1986) argues that racial discrimination leads to social exclusion and for ethnic minorities this worsens the poverty e.g. because of discrimination ethnic minorities are more likely to live in substandard housing than white people of the same class.
Wood et al (2010)  Outline the research and what he concluded from the research page 41
Cline et al (2002) – page 12, develop this point further, how could this lead to underachievement in certain ethnic groups? How would you feel trying to learn in an environment like this?

27. Summary Summarise each external factor in a few sentences
Cultural deprivation; intellectual and linguistic skills, family structure and parental support
Material deprivation; housing, unemployment
Racism in wider society