ETHNICITY AND ACHIEVEMENTS
Britain has an ethnically diverse population and some ethnic groups out-perform the white british
ethnic groups where as others may not do that well.
TRENDS:
African Caribbean students usually achieve low in GCSEs and a level: in 2014 Only 47% of
afro Caribbean students scored 5+ a*-c compared to the national average of 56%
Black male students are the group that is most likely to be excluded in school.
Chinese and Indian students usually outperform other ethnic groups. For instance: in 2014
74% Chinese and 72% Indians scored 5+ A*-C GCSEs
Pakistani students perform the most poorly as compared to other Asian ethnic groups. In
2014 only 51% scored 5+ A*-C GCSEs
Gypsy/Roma students are lowest achievers. In 2014 only 8% achieved at least 5 A*-C Gcses
Girls in all ethnic groups usually outperform boys
White boys specially on FMS generally make less progress than other groups.
External factors:
1. MATERIAL DEPRIVATION
Ethnic minorities in the UK are more likely to live In poverty because they are more likely to
take low-paid jobs or be unemployed. Guy Palmer found that nearly half of ethnic minority
families come from low income households as compared to quarter of white children
They are more likely to live in poor areas which experience social problems, which may have
a direct impact on their education
The Equality and Human rights commission found that white-British, Bangladeshi and Afro-
Caribbean students who qualify for free school meals and half as likely to get good grades at
GCSEs and twice as likely to be permanently excluded from school.
CRITICISM:
Stokes et al argues that the gap in achievement by ethnic groups has narrowed over the last
20years. Some ethnic minority students from poor backgrounds outperform white boys from
similar backgrouds and this challenges the view that material and cultural deprivation has
something do with educational achievements.
Gender may be more important than social class to look at educational achievements
because it is seen that girls outperform boys regardless of their ethnicity.
2. CULTURAL DEPRIVATION:
According to Louise Archer and Francis, Chinese parents view education as a family project.
They have high expectations from their children and invest a lot of their resources on their
education. They have an attitude that promotes their childs learning.
Ruth Lupton found that Asian students specially those from muslim background are
hardworking and well behaved at school because their parents expect them to be respectful
and hence they inculcate the values taught in school at home as well. They also see
education as a type of capital from which their kinds will benefit
According to Tony swell, Afro-Caribbean boys bought up by single mothers potentially lack
the discipline bought by the father and maybe attracted to gang culture and hence reject
education.
According to Bereiter and Engelmann black children suffer from verbal depriviation. They
claim that children from poor black americain families are unable to use complex language
Britain has an ethnically diverse population and some ethnic groups out-perform the white british
ethnic groups where as others may not do that well.
TRENDS:
African Caribbean students usually achieve low in GCSEs and a level: in 2014 Only 47% of
afro Caribbean students scored 5+ a*-c compared to the national average of 56%
Black male students are the group that is most likely to be excluded in school.
Chinese and Indian students usually outperform other ethnic groups. For instance: in 2014
74% Chinese and 72% Indians scored 5+ A*-C GCSEs
Pakistani students perform the most poorly as compared to other Asian ethnic groups. In
2014 only 51% scored 5+ A*-C GCSEs
Gypsy/Roma students are lowest achievers. In 2014 only 8% achieved at least 5 A*-C Gcses
Girls in all ethnic groups usually outperform boys
White boys specially on FMS generally make less progress than other groups.
External factors:
1. MATERIAL DEPRIVATION
Ethnic minorities in the UK are more likely to live In poverty because they are more likely to
take low-paid jobs or be unemployed. Guy Palmer found that nearly half of ethnic minority
families come from low income households as compared to quarter of white children
They are more likely to live in poor areas which experience social problems, which may have
a direct impact on their education
The Equality and Human rights commission found that white-British, Bangladeshi and Afro-
Caribbean students who qualify for free school meals and half as likely to get good grades at
GCSEs and twice as likely to be permanently excluded from school.
CRITICISM:
Stokes et al argues that the gap in achievement by ethnic groups has narrowed over the last
20years. Some ethnic minority students from poor backgrounds outperform white boys from
similar backgrouds and this challenges the view that material and cultural deprivation has
something do with educational achievements.
Gender may be more important than social class to look at educational achievements
because it is seen that girls outperform boys regardless of their ethnicity.
2. CULTURAL DEPRIVATION:
According to Louise Archer and Francis, Chinese parents view education as a family project.
They have high expectations from their children and invest a lot of their resources on their
education. They have an attitude that promotes their childs learning.
Ruth Lupton found that Asian students specially those from muslim background are
hardworking and well behaved at school because their parents expect them to be respectful
and hence they inculcate the values taught in school at home as well. They also see
education as a type of capital from which their kinds will benefit
According to Tony swell, Afro-Caribbean boys bought up by single mothers potentially lack
the discipline bought by the father and maybe attracted to gang culture and hence reject
education.
According to Bereiter and Engelmann black children suffer from verbal depriviation. They
claim that children from poor black americain families are unable to use complex language
