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Archer, L. and Francis, B. (2006) ‘Challenging classes? Exploring the role of social class within the
identities and achievement of British Chinese pupils’, Sociology, 40(1), pp. 40-45. doi:
10.1080/03075070309290.
Archer, L and Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and
‘success’ London: Routledge.
Archer, L. (2008) ‘The Impossibility of Minority Ethnic Educational “Success”? An Examination of the
Discourses of Teachers and Pupils in British Secondary Schools’ European Educational Research
Journal, 7(1), pp. 98-99. doi: 10.2304%2Feerj.2008.7.1.89.
Basit, T. (1997) ‘“I want more freedom, but not too much”: British Muslim girls and the dynamism of
family values’ Gender and Education, 9(4), pp. 425-439. doi: 10.1080/09540259721178.
BBC. (2012) China: The world’s cleverest country? Available at:
https://www.bbc.co.uk/news/business-17585201 (Accessed: 17 April 2021).
Bernstein, B. (1973) Class, codes and control Volume 1: Theoretical studies towards a sociology of
language. London: Routledge.
Francis, B., Read, B., Robson, J and Melling, L. (2003) ‘Lecturers’ constructions of gender and
undergraduate writing’ British Journal of Sociology of Education, 24(3), pp. 357-373. doi:
10.1111%2Fj.1467-954X.2005.00563.x.
Francis, B and Archer, L. (2005) ‘British-Chinese pupils’ and parents’ constructions of the value of
education’ British Educational Research Journal, 31(1), pp. 96-98; 104-106; 402-403; 510-516. doi:
10.1080/0141192052000310047.
Francis, B., Archer, L and Mau, A. (2009) ‘Language as Capital, or Language as Identity? Chinese
complementary school pupils’ perspectives on the purposes and benefits of complementary
schools’, British Educational Research Journal, 35(4), pp. 485-488. doi:
10.1080/01411920802044586.
Francis, B. and Hutchings, M. (2013) Parent Power? London: The Sutton Trust.
GOV. (2019) National curriculum assessments: key stage 2, 2019 (revised). Available at:
https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-
revised (Accessed: 15 April 2021).
GOV. (2020) Reading, writing and maths results for 10 to 11 year olds. Available at:
https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training/7-to-11-years-old/
reading-writing-and-maths-attainments-for-children-aged-7-to-11-key-stage-2/latest (Accessed: 14
April 2021).
GOV. (2020b) Percentage of state school pupils aged 18 getting a higher education place, by
ethnicity over time. Available at: https://www.ethnicity-facts-figures.service.gov.uk/education-skills-
and-training/higher-education/entry-rates-into-higher-education/latest (Accessed: 14 April 2021).
Archer, L. and Francis, B. (2006) ‘Challenging classes? Exploring the role of social class within the
identities and achievement of British Chinese pupils’, Sociology, 40(1), pp. 40-45. doi:
10.1080/03075070309290.
Archer, L and Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and
‘success’ London: Routledge.
Archer, L. (2008) ‘The Impossibility of Minority Ethnic Educational “Success”? An Examination of the
Discourses of Teachers and Pupils in British Secondary Schools’ European Educational Research
Journal, 7(1), pp. 98-99. doi: 10.2304%2Feerj.2008.7.1.89.
Basit, T. (1997) ‘“I want more freedom, but not too much”: British Muslim girls and the dynamism of
family values’ Gender and Education, 9(4), pp. 425-439. doi: 10.1080/09540259721178.
BBC. (2012) China: The world’s cleverest country? Available at:
https://www.bbc.co.uk/news/business-17585201 (Accessed: 17 April 2021).
Bernstein, B. (1973) Class, codes and control Volume 1: Theoretical studies towards a sociology of
language. London: Routledge.
Francis, B., Read, B., Robson, J and Melling, L. (2003) ‘Lecturers’ constructions of gender and
undergraduate writing’ British Journal of Sociology of Education, 24(3), pp. 357-373. doi:
10.1111%2Fj.1467-954X.2005.00563.x.
Francis, B and Archer, L. (2005) ‘British-Chinese pupils’ and parents’ constructions of the value of
education’ British Educational Research Journal, 31(1), pp. 96-98; 104-106; 402-403; 510-516. doi:
10.1080/0141192052000310047.
Francis, B., Archer, L and Mau, A. (2009) ‘Language as Capital, or Language as Identity? Chinese
complementary school pupils’ perspectives on the purposes and benefits of complementary
schools’, British Educational Research Journal, 35(4), pp. 485-488. doi:
10.1080/01411920802044586.
Francis, B. and Hutchings, M. (2013) Parent Power? London: The Sutton Trust.
GOV. (2019) National curriculum assessments: key stage 2, 2019 (revised). Available at:
https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-
revised (Accessed: 15 April 2021).
GOV. (2020) Reading, writing and maths results for 10 to 11 year olds. Available at:
https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training/7-to-11-years-old/
reading-writing-and-maths-attainments-for-children-aged-7-to-11-key-stage-2/latest (Accessed: 14
April 2021).
GOV. (2020b) Percentage of state school pupils aged 18 getting a higher education place, by
ethnicity over time. Available at: https://www.ethnicity-facts-figures.service.gov.uk/education-skills-
and-training/higher-education/entry-rates-into-higher-education/latest (Accessed: 14 April 2021).
