2.2.6

Ethnicity

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Ethnicity and Educational Achievement

There are wide differences between ethnic groups and educational achievement.

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Ethnic differences

  • There are wide differences between ethnic groups and educational achievement.
  • The highest-achieving minority ethnic group at GCSE level are Chinese and Indian Asian pupils.
  • The lowest-achieving minority groups at GCSE level are Black Caribbean, Pakistani, Bangladeshi and Roma and Traveller-of-Irish-Heritage pupils.
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Explanation

  • There are many explanations for the reasons why some ethnic groups perform better or worse in education, including those outside the school and those within it.
  • External factors include:
    • Social class differences and racism.
  • Internal factors include:
    • Language differences, teacher expectation, anti-school sub-cultures and ethnocentrism.

External and Internal Factors

There are many explanations for the reasons why some ethnic groups generally perform better or worse in education, including those outside the school and those within it.

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External factors (outside the school)

  • Minority ethnic groups are twice as likely to live in poverty as White British, so all the factors related to social class and achievement apply.
  • Racism in society may mean that minority ethnic groups face higher risks of material disadvantage at school while also leading to lower levels of self-esteem among young people, influencing their motivation and behaviour.
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Internal factors (inside the school)

  • Language differences may cause difficulties with schoolwork and communicating with teachers even though this only applies to a minority of pupils.
  • Nevertheless, teachers might assume that problems with communication is linked to academic ability.
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Racist stereotypes

  • Racism amongst pupils can result in race-related bullying and name-calling, lowering levels of self-esteem.
  • Evidence indicates that some teachers might hold negative racist stereotypes of some minority groups (e.g. Gillborn and Youdell, 1999), resulting in some pupils being ignored or labelled as disruptive.
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Subcultures

  • Minority ethnic group pupils who are subjected to racism, racial stereotypes or labelling at school may form anti-school sub-cultures.
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Ethnocentric curriculums

  • School organisation and curriculum may be ethnocentric, adhering to white middle-class culture, resulting in other cultures becoming marginalised.

Jump to other topics

1Theory & Methods

2Education with Methods in Context

3Option 1: Culture & Identity

4Option 1: Families & Households

5Option 1: Health

6Option 1: Work, Poverty & Welfare

7Option 2: Beliefs in Society

8Option 2: Global Development

9Option 2: The Media

10Crime & Deviance

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