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Description
Mind Map by n.n.princess, updated more than 1 year ago
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Created by n.n.princess
over 11 years ago
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Ethnicity & Educational Achievement
- Ethnic groups are groups within a population regarded by themselves
or others as culturally distinctive; they usually see themsleves as
having a common origin. Ethnicity may be linked to religion, nationality
& other aspects of culturesuch as language & lifestyle.
- Ethnic differences in achievement
- In 2004 Chinese pupils had the
highest proportion achieving GCSE
grades A* - C (79% girls &70% boys).
- Indian pupils 72% girls & 62%
boys gained GCSE grades A* - C
- Lowest level of attainment were
among African-Caribbean pupils,
(44% of girls & 27% of boys).
- In 2004, 31% of Chinese, 25% of Indians,
17% of White British people & 13% of
black African Caribbean people had
degrees.
- In 2004 Chinese pupils had the
highest proportion achieving GCSE
grades A* - C (79% girls &70% boys).
- Changes over time
- 1992 - White British pupils more than
twice as likely as Bangladeshis to
achieve 5+ GCSEs at grades A* - C.
- By 2006 there was only
1% point difference
betweeen them.
- By 2006 there was only
1% point difference
betweeen them.
- By 2001-2, all minority groups had higher
participation rates in higher education than
White British people in England
- Minority groups are stil less likely to go to the more
prestigious unis &, apart from Chineses & Indians,
are less likely to attain a high-grade degree.
- 1992 - White British pupils more than
twice as likely as Bangladeshis to
achieve 5+ GCSEs at grades A* - C.
- Social class, ethnicity & achievement
- Differences in achievement are partly
the result of social class differences.
- Most minority ethnic groups are more likely to
have WC jobs than white British people.
- Since class has a major impact on levels of educational
achievement, this partly explains underachievement by
members of some minority ethnic groups.
- Research by Modood (2004) found that class differences in
achievement at GCSE were greatest among white British & lower
among minority ethnic groups.
- Modood argues that some ethnic minority
pupils have higher levels of culture capital,
despite often being from a WC background.
- Cultural capital: non-material assets such
as classical knowledge & lifestyle, which
are valued by society & can be helpful in
achieving educational success.
- For instance, many Indians & East African Asians originate from WC
backgrounds though have MC jobs. Parents may place high value on educational
success & have KN & understanding of education to help their children suceed.
- Cultural capital: non-material assets such
as classical knowledge & lifestyle, which
are valued by society & can be helpful in
achieving educational success.
- Modood argues that some ethnic minority
pupils have higher levels of culture capital,
despite often being from a WC background.
- Differences in achievement are partly
the result of social class differences.
- Cultural factors, ethnicity & achievement
- Differences in educational achievements could be a result
of cultural factors such as eductional parent's qualifications
& parental KN of, & interest in, the education system.
- Strand - ethncity & achievement
in secondary education
- Strand (2007) compared progress of Indian,
African-Caribbean & white British pupil's in
the 1st 4 years of secondary school.
- Strand found Indian children made more
progress than white British children but
African Caribbean pupils fell further behind.
- Success of Indian children was due to both
cultural & material factors such as: high
aspirations & dedication to hw, low levels of
trauncy & exclusion, good resource provision
at home.
- African Caribbean pupils were held back mainly by material
factors such as: high levels of poverty, living in poor
accommodation, attending schools in deprived areas.
- Success of Indian children was due to both
cultural & material factors such as: high
aspirations & dedication to hw, low levels of
trauncy & exclusion, good resource provision
at home.
- Strand found Indian children made more
progress than white British children but
African Caribbean pupils fell further behind.
- Strand (2007) compared progress of Indian,
African-Caribbean & white British pupil's in
the 1st 4 years of secondary school.
- Differences in educational achievements could be a result
of cultural factors such as eductional parent's qualifications
& parental KN of, & interest in, the education system.
- Family life, masculinity & underachievement
- Tony Sewell (1997) claims factors outside
school explain the low achievement of
many African Caribbean boys.
- He argues that: a high proportion of boys are
raised in lone-parent families heded by women,
they therefore lack a positive adult male role
model, making them vulnerable to peer pressure.
- They are more likely to be drawn into
gangs, which emphasize masculinity, gang
culture compensates for sense of rejection
by fathers & the experience of racism.
- Some African Caribbean make little
effort & form an anti-school culture or
reject school in favour of street culture.
- Criticized for blaming black culture
for educational failure, when the rel
cause lies in racism in the education
system, or society as a whole.
- He argues that: a high proportion of boys are
raised in lone-parent families heded by women,
they therefore lack a positive adult male role
model, making them vulnerable to peer pressure.
- Tony Sewell (1997) claims factors outside
school explain the low achievement of
many African Caribbean boys.
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