Ethnicity and educational achievement
How does ethnic variations affect the educational attainment of pupils from minority ethnic groups and what are the patterns?
- Created by: Emily Reeves
- Created on: 17-04-13 11:20
View mindmap
- Ethnicity and educational achievement
- What are the main variations?
- Those of a South Asian background [Chinese, Indian] tend to do better than those of a Middle East backgound [Pakistani, Bangaladeshi].
- Those of a white backround do well, but not as well as those of South Asian, but better than those of Black or Middle East descent.
- Within each group there is variations depending on social class and gender.
- Those of a higher class do better than those of lower classes.
- Girls generally do better than boys [overall] during their school career.
- How can this come about?
- The teachers can have certain expectations about a group of students, and so may not give them a chance because they think they won't do well or will be disruptive.
- LABELLING THEORY- This is where teachers give the students certain labels depending on where they come from or what nationality they are.
- Leads to SELF-FULFILLING PROPHECY. If a pupil is expected to behave in a certain way, or not achieve then they won't becuase they are told they wont often enough.
- Language barriers- English is the main language of schools in Enlgand, and it is spoken by all teachers If a pupil doesnt speak English outside of school then it isn't reinforced.
- How can this be avoided?
- Teachers would have to get rid of their racialised expectations, and accept the pupils for who they are and give each pupil an equal chance to develop.
- Statistics [5A*-C GCSE incl maths and eng]
- 58% of White pupils in 2010 compared to 45% in 2006
- 78.5* of Chinese pupils in 2010 compared to 70% in 2006
- 74.4% of Indian pupils in 2010 compared to 62% in 2006
- 48.6% of Black-Caribben pupils in 2010 compared to 34% in 2006
- Patterns
- Black pupils tend to have the highest exclusion rate[incl. permanent]
- Chinese and Indian pupils are more likely to be put into higher sets with Black, Pakistani and Bangladeshi pupils in lower sets.
- Black, Pakistani and Bangladeshi pupils are rarely seen as gifted and entered into gifted classes, wheras Indian and Chinese pupils consistently are.
- What are the main variations?
Comments
No comments have yet been made