Ethnicity and Educational Achievement

8/6/2019 Ethnicity and Educational Achievement

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Race, Ethnicity and Educational Achievement:Race, Ethnicity and Educational Achievement:

Data and ExplanationsData and Explanations

Click hereClick here for more information on the Sociology offor more information on the Sociology of

Education.Education.

Click hereClick here for teaching notes and an essay onfor teaching notes and an essay on

Race, Ethnicity and Educational AchievementRace, Ethnicity and Educational Achievement


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Race , Ethnicity and Educational AchievementRace , Ethnicity and Educational Achievement

IntroductionIntroduction

Race and EthnicityRace and Ethnicity

Relevant dataRelevant data

IQ theory and its limitationsIQ theory and its limitations

Ethnic minorities, social class disadvantage and educationalEthnic minorities, social class disadvantage and educational

achievementachievement

Ethnicity and cultureEthnicity and culture

Ethnicity and racism in schools and in the wider societyEthnicity and racism in schools and in the wider society


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IntroductionIntroduction

The following slides provide an overview of the extent and causes ofThe following slides provide an overview of the extent and causes of

ethnic inequalities of educational achievementethnic inequalities of educational achievement

I hope that the slides will provide a useful basis for the more detailedI hope that the slides will provide a useful basis for the more detailed

study of this topic and that they also prove useful for revisionstudy of this topic and that they also prove useful for revision

purposespurposes


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Race and EthnicityRace and Ethnicity

In many Sociology texts the term race appears in invertedIn many Sociology texts the term race appears in invertedcommas.commas.

The term race relates to supposed biological differences such asThe term race relates to supposed biological differences such asdifferences in skin colour, hair texture or shape of eyes as betweendifferences in skin colour, hair texture or shape of eyes as betweendifferent social groups .different social groups .

However it can be shown that it is perfectly possible that if weHowever it can be shown that it is perfectly possible that if we

consider at random, say, two white people and one black person,consider at random, say, two white people and one black person,the overall genetic characteristics of one white person and the blackthe overall genetic characteristics of one white person and the blackperson may be more similar than those of the two white people.person may be more similar than those of the two white people.

For this reason most sociologists do not consider race to be aFor this reason most sociologists do not consider race to be ameaningful concept which is why it is placed in inverted commas.meaningful concept which is why it is placed in inverted commas.

However, most sociologists do see race as a dangerous conceptHowever, most sociologists do see race as a dangerous conceptwhich can lead to the persecution of one race by another.which can lead to the persecution of one race by another.

The term ethnicity relates to cultural differences which may exist asThe term ethnicity relates to cultural differences which may exist asbetween different social groups and sociologists see this term asbetween different social groups and sociologists see this term asmore useful than race for the analysis of different social groupsmore useful than race for the analysis of different social groups..


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Ethnicity and Educational Achievement: Relevant Data [1]Ethnicity and Educational Achievement: Relevant Data [1]

Data indicate that relationships between ethnicity and educationalData indicate that relationships between ethnicity and educational

achievement are complex.achievement are complex.

Successive cohorts of students in all ethnic groups have increasedSuccessive cohorts of students in all ethnic groups have increased

educational achievements in the last 30educational achievements in the last 30--40 years.40 years.

At GCSE level [using national statistics of percentages of studentsAt GCSE level [using national statistics of percentages of studentsgaining 5 or more GCSE A*gaining 5 or more GCSE A*--C grades ] Chinese students are mostC grades ] Chinese students are most

successful, followed by Indiansuccessful, followed by Indian origin, White, Pakistaniorigin, White, Pakistani--

BangladeshiBangladeshi--origin and Afroorigin and Afro--CaribbeanCaribbean origin students.origin students.

There are also significant local variations in ethnic educationalThere are also significant local variations in ethnic educational

achievementsachievementsFemale students outFemale students out--perform male students in every ethnic group.perform male students in every ethnic group.

Upper and middle class students ourUpper and middle class students our--perform working class studentsperform working class students

in every ethnic group.in every ethnic group.


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Ethnicity and Educational Achievement: Relevant Data [2]Ethnicity and Educational Achievement: Relevant Data [2]

Data on free school meal eligibility show that this appears to have aData on free school meal eligibility show that this appears to have a

greater adverse effect on some ethnic minority students than ongreater adverse effect on some ethnic minority students than onothers: for example free school meal eligibility has little adverseothers: for example free school meal eligibility has little adverseeffect on Chinese students.effect on Chinese students.

Ethnic minority students who are relatively unsuccessful at GCSEEthnic minority students who are relatively unsuccessful at GCSElevel are more likely than are unsuccessful white students to remainlevel are more likely than are unsuccessful white students to remainin education.in education.

The broad patterns observable at GCSE level vary slightly at atThe broad patterns observable at GCSE level vary slightly at atAdvanced level: Chinese students are still the most successful butAdvanced level: Chinese students are still the most successful butWhite students are more successful than Indian Origin studentsWhite students are more successful than Indian Origin students

Ethnic minority students are more likely than white students to enrolEthnic minority students are more likely than white students to enrolon undergraduate courses.on undergraduate courses.

However they are less likely than white students to enrol at higherHowever they are less likely than white students to enrol at higherstatus universities and also less likely to gain first class or upperstatus universities and also less likely to gain first class or uppersecond class degrees.second class degrees.

Click hereClick here for some useful recent statistics from the Office offor some useful recent statistics from the Office ofNational Statistics.National Statistics.


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Ethnicity and Educational Achievement : IQ TheoryEthnicity and Educational Achievement : IQ Theory

Theorists: Jensen, Herrnstein, Eysenck, Burt, Murray

These theorists claim that Intelligence can be defined clearly

They claim that intelligence can be measured accurately via IQ tests

They claim that USA data indicate clear ethnic differences in

intelligence as measured in IQ tests even allowing for ethnicdifferences in social class membership

In their interpretation research on identical twins suggests that about80% of the variation in intelligence among individuals can beexplained by genetic factors

They conclude that environmental factors , therefore, are less

important than genetic hereditable factors as determinants ofintelligence


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Ethnicity and Educational Achievement: IQ Theory [Criticisms]Ethnicity and Educational Achievement: IQ Theory [Criticisms]

Intelligence cannot be defined clearly or accurately measured by IQ tests.Intelligence cannot be defined clearly or accurately measured by IQ tests.IQ tests may be culturally biased which disadvantages some ethnic minorityIQ tests may be culturally biased which disadvantages some ethnic minoritystudents and especially working class ethnic minority students.students and especially working class ethnic minority students.

Some students may not be at their best when they take the testsSome students may not be at their best when they take the tests

Others may not take the tests seriouslyOthers may not take the tests seriously

Student IQ test scores can improve with practice, suggesting that they doStudent IQ test scores can improve with practice, suggesting that they donot measure fundamental intelligencenot measure fundamental intelligence

The relative importance of genetic and environmental factors in determiningThe relative importance of genetic and environmental factors in determiningintelligence is unknown but genetic factors are unlikely to be as significantintelligence is unknown but genetic factors are unlikely to be as significantas suggested by IQ theoristsas suggested by IQ theorists

In the USA the performance in IQ tests of Northern Black Americans hasIn the USA the performance in IQ tests of Northern Black Americans hasbeen higher than that of Southern Black Americans and the performance ofbeen higher than that of Southern Black Americans and the performance ofboth groups has improved over time suggesting that environmental factorsboth groups has improved over time suggesting that environmental factorsare significant determinants of intelligenceare significant determinants of intelligence

Some ethnic minority students, most notably Chinese and IndianSome ethnic minority students, most notably Chinese and Indian originoriginstudents are now outstudents are now out--performing white students which means that theperforming white students which means that theorthodox conclusions of IQ theory certainly do not apply to them.orthodox conclusions of IQ theory certainly do not apply to them.


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Ethnicity and Educational Achievement : Social Class DisadvantageEthnicity and Educational Achievement : Social Class Disadvantage

Ethnic minority members are distributed throughout the UK class structureEthnic minority members are distributed throughout the UK class structurebut members of some ethnic groups are disproportionately likely to be foundbut members of some ethnic groups are disproportionately likely to be foundin working class occupations. Therefore they are disproportionately likely toin working class occupations. Therefore they are disproportionately likely toexperience a range of adverse material circumstances associated withexperience a range of adverse material circumstances associated withmembership of the working class such as:membership of the working class such as:

Low birth weightLow birth weight

Fewer preFewer pre--school play groups and nurseries in working class areasschool play groups and nurseries in working class areas

Greater risk of poor diet, underGreater risk of poor diet, under--nourishment, tiredness and sicknessnourishment, tiredness and sickness

Absence may be caused by the need to care for sick siblings becauseAbsence may be caused by the need to care for sick siblings becauseparents cannot afford to take time off workparents cannot afford to take time off work

W/C ethnic minority students may feel especially forced to take partW/C ethnic minority students may feel especially forced to take part--timetimepaid work which may interfere with their studies.paid work which may interfere with their studies.


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Ethnicity and Educational Achievement: Social Class DisadvantageEthnicity and Educational Achievement: Social Class Disadvantage

No quiet room for studyNo quiet room for study

Parents unable to afford relevant books, trips or personal computersParents unable to afford relevant books, trips or personal computers

Parents unable to afford partParents unable to afford part--time private tuition or full time privatetime private tuition or full time privateeducationeducation

Parents unable to afford housing in catchment areas of mostParents unable to afford housing in catchment areas of mosteffective schoolseffective schools

Parents and students fearful of debts associated with higherParents and students fearful of debts associated with highereducationeducation


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Ethnicity and Educational Achievement : Cultural CircumstancesEthnicity and Educational Achievement : Cultural Circumstances

Studies of sociologists such as Hyman, Sugarman and Douglas haveStudies of sociologists such as Hyman, Sugarman and Douglas havesuggested that white working class students might be disadvantagedsuggested that white working class students might be disadvantaged

educationally because of their lack of ambition, strong present timeeducationally because of their lack of ambition, strong present time

orientation and unwillingness to defer gratification. The same difficultiesorientation and unwillingness to defer gratification. The same difficulties

could, in principle, arise for working class ethnic minority members.could, in principle, arise for working class ethnic minority members.

However the above studies have also been widely criticised and in any caseHowever the above studies have also been widely criticised and in any casewe must analyse ethnic minority cultures themselves rather than assumewe must analyse ethnic minority cultures themselves rather than assume

that white working class and ethnic minority working class pupils are broadlythat white working class and ethnic minority working class pupils are broadly

similar.similar.

It is possible that some ethnic minority students might be disadvantagedIt is possible that some ethnic minority students might be disadvantaged

because English is not their first language. However several studies [Driverbecause English is not their first language. However several studies [Driver

and Ballard{1981}; The Swann report {1985}; Moodood and others{1997}]and Ballard{1981}; The Swann report {1985}; Moodood and others{1997}]

suggest that in many cases language difficulties have mostly beensuggest that in many cases language difficulties have mostly been

overcome by the age of 16.overcome by the age of 16.


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Ethnicity and Educational Achievement : Cultural Circumstances [2]Ethnicity and Educational Achievement : Cultural Circumstances [2]

Some sociologists have suggested that some ethnic minority membersSome sociologists have suggested that some ethnic minority members

might be disadvantaged by their family lives, having noted the largemight be disadvantaged by their family lives, having noted the largeproportion of Afroproportion of Afro--Caribbean origin single parent families and the limitedCaribbean origin single parent families and the limited

involvement of some Pakistaniinvolvement of some Pakistani--Bangladeshi parents with their childrensBangladeshi parents with their childrens

education.education.

However there is also good evidence that AfroHowever there is also good evidence that Afro--Caribbean origin parentsCaribbean origin parents

[single or otherwise] and Pakistani[single or otherwise] and Pakistani--Bangladeshi parents do see educationBangladeshi parents do see education

as very important.as very important.For example, they have set up their own weekFor example, they have set up their own week--end schools to offset whatend schools to offset what

they see as the limitations of the official school system.they see as the limitations of the official school system.

Secondly, the fact that ethnic minority pupils are more likely than whiteSecondly, the fact that ethnic minority pupils are more likely than white

pupils to remain in education after the age of 16 suggests a beneficialpupils to remain in education after the age of 16 suggests a beneficial

parental interest.parental interest.

Thirdly a study by Moodood and others{2004} showed that rates ofThirdly a study by Moodood and others{2004} showed that rates of

participation in Higher Education were higher for ethnic minority studentsparticipation in Higher Education were higher for ethnic minority students

than for white students and that parental encouragement was an importantthan for white students and that parental encouragement was an important

factor encouraging ethnic minority students to opt for Higher Educationfactor encouraging ethnic minority students to opt for Higher Education


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Ethnicity and Educational Achievement : Racism in Schools and in theEthnicity and Educational Achievement : Racism in Schools and in the

Wider SocietyWider Society

Excessive emphasis in UK school curriculum on UK culture at the expenseExcessive emphasis in UK school curriculum on UK culture at the expenseof ethnic minority culture in the teaching of, for example, English, Historyof ethnic minority culture in the teaching of, for example, English, Historyand Geography.and Geography.

Insufficient numbers of ethnic minority teachers to act as positive roleInsufficient numbers of ethnic minority teachers to act as positive rolemodels.models.

Conscious or unconscious racism of teachers although it is difficult toConscious or unconscious racism of teachers although it is difficult to

assess the actual extent to which teachers are consciously or unconsciouslyassess the actual extent to which teachers are consciously or unconsciouslyracist.racist.

Possibility of negative labelling and unfair allocation to lower streamsPossibility of negative labelling and unfair allocation to lower streamsresulting in educational failure and selfresulting in educational failure and self--fulfilling prophecies.fulfilling prophecies.

Importance of systems of educational triage whereby teachers concentrateImportance of systems of educational triage whereby teachers concentrateon borderline pupils who might gain 5 A*on borderline pupils who might gain 5 A*--C GCSE grades , secondly onC GCSE grades , secondly onhigh achievers and only minimally on students who were often Black andhigh achievers and only minimally on students who were often Black and

considered unlikely to gain A*considered unlikely to gain A*--C passes.C passes.

Higher rates of school exclusion especially among AfroHigher rates of school exclusion especially among Afro--Caribbean originCaribbean originboysboys

These points might be linked to the concept ofThese points might be linked to the concept ofInstitutional Racism.Institutional Racism.


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The Concept of Institutional RacismThe Concept of Institutional Racism

In the Lawrence Inquiry Institutional Racism was defined as follows:In the Lawrence Inquiry Institutional Racism was defined as follows:

The collective failure of an organisation to provide an appropriate The collective failure of an organisation to provide an appropriate

and professional service to people because of their colour, culture orand professional service to people because of their colour, culture or

ethnic origin. It can be seen or detected in processes and behaviourethnic origin. It can be seen or detected in processes and behaviour

which amount to discrimination through unwitting prejudice,which amount to discrimination through unwitting prejudice,

ignorance, thoughtlessness and racist stereotyping that disadvantageignorance, thoughtlessness and racist stereotyping that disadvantageethnic minority people. It persists because of a failure of theethnic minority people. It persists because of a failure of the

organisation openly and adequately to recognise and address itsorganisation openly and adequately to recognise and address its

evidence and causes by policy, example and leadership. Withoutevidence and causes by policy, example and leadership. Without

recognition and action to eliminate such racism it can prevail as partrecognition and action to eliminate such racism it can prevail as part

of the ethos or culture of an organisation. It is a corrosive disease.of the ethos or culture of an organisation. It is a corrosive disease.


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Wider Society [2]Wider Society [2]

There are several relevant studies which, however, are difficult toThere are several relevant studies which, however, are difficult tosummarise on PowerPoint Slides.summarise on PowerPoint Slides.

Bernard CoardBernard Coard

Cecile WrightCecile WrightHeidi MirzaHeidi Mirza

Mac An GhaillMac An Ghaill

David Gilborn and Dianne YoudellDavid Gilborn and Dianne Youdell

M.ODonnell and S. SharpeM.ODonnell and S. Sharpe

Click hereClick here for some information on some of these studies but youfor some information on some of these studies but youshould also consult your textbooks at this point for fuller relevantshould also consult your textbooks at this point for fuller relevantinformation. [I shall provide further links when the site is more fullyinformation. [I shall provide further links when the site is more fullydeveloped].developed].


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Wider Society [3]Wider Society [3]

It should be noted that the first 5 studies mentioned on the previousIt should be noted that the first 5 studies mentioned on the previous

slide all suggest the schools themselves do contribute in variousslide all suggest the schools themselves do contribute in variousways to the educational difficulties of some ethnic minority students.ways to the educational difficulties of some ethnic minority students.

However the study by M. ODonnell and S. Sharpe suggests thatHowever the study by M. ODonnell and S. Sharpe suggests thatthere is at least some possibility that some schools may be morethere is at least some possibility that some schools may be moreconscious nowadays of equality of opportunity issues and that theyconscious nowadays of equality of opportunity issues and that theyhave introduced policies designed to increase equality of opportunityhave introduced policies designed to increase equality of opportunityfor both female and ethnic minority students.for both female and ethnic minority students.

It has been claimed also that ethnic minority pupils are more likely toIt has been claimed also that ethnic minority pupils are more likely toencounter racism from other pupils and from members of the widerencounter racism from other pupils and from members of the widersociety than from teachers.society than from teachers.

However these experiences of racism may provoke justifiedHowever these experiences of racism may provoke justified

frustration and anger from the some ethnic minority pupils whichfrustration and anger from the some ethnic minority pupils whichteachers feel must be countered with disciplinary procedures,teachers feel must be countered with disciplinary procedures,possibly including pupil exclusion. In this view teachers arepossibly including pupil exclusion. In this view teachers areresponding to a situation for which they are not themselvesresponding to a situation for which they are not themselvesresponsible.responsible.


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Race, Ethnicity and Educational Achievement: ConclusionsRace, Ethnicity and Educational Achievement: Conclusions

This concludes the introductory presentation. Additional informationThis concludes the introductory presentation. Additional informationcan be found by following the link on slide number 14.can be found by following the link on slide number 14.

However you must also use your textbooks to familiarise yourselvesHowever you must also use your textbooks to familiarise yourselveswith some of the detailed conclusions of the various sociologicalwith some of the detailed conclusions of the various sociologicalstudies which are relevant to this topic.studies which are relevant to this topic.

Once you have done this , it is important for examination purposesOnce you have done this , it is important for examination purposesto be able to evaluate the strengths and weaknesses of the variousto be able to evaluate the strengths and weaknesses of the varioustheories which are used to explain patterns of ethnic educationaltheories which are used to explain patterns of ethnic educationalachievement.achievement.

You should be able to improve your evaluation skills via further classYou should be able to improve your evaluation skills via further classdiscussion of the issues involved.discussion of the issues involved.

Documents

Ethnicity and Educational Achievement