Ethnic Differences In Education
Statistics
- On average white and asians do better than black pupils, however there are differences between
asians e.g indians do better than pakistanis and bangladeshis.
- White working class pupils tend to achieve lower than any other ethnic groups
● External factors - factors outside the schools, in the home and family and wider society
● Internal factors - factors within schools and the education system and interactions between pupils
and teachers.
External factors of EDIE:
Cultural deprivation:
Theory that sees the underachievement of many ethnic groups the result of inadequate socialisation in
the home.
^ has three aspects:
- Intellectual and linguistic skills
- Attitudes and values
- Family structure and parental support
Intellectual and linguistic skills:
Cultural deprivation theorists see a lack of intellectual and linguistic skills a cause for underachievement
in many minority children. They argue that many children from low income black families lack intellectual
stimulation and enriching experiences. As a result they lack reasoning skills and problem solving skills.
Bereiter and Engelmann argue that language spoken by low income black American families are
inadequate for educational success. They see it as disjointed, inadequate in expressing abstract ideas.
There is also a concern that children who do not speak English at home are held back educationally.
However, Mirza argues that Indian pupils whose first language isn't English still do very well.
Attitudes and values:
Cultural deprivation theorists also see a lack of motivation as a major cause of the failure of black
children.
Most children are socialised into mainstream culture that promotes being ambitious, competitive and
willing to do well at school.
However, low income black children are socialised into a subculture that instils a fatalistic - ‘life for today’
attitude that leaves them unequipped for educational success.
Family structure and parental support
Cultural deprivation theorists argue that failure of children being socialised adequately is due to a
dysfunctional family. Moynihan argues that many black children are headed by lone mothers where their
child is deprived of adequate care as the mother is the breadwinner and struggles financially in the
absence of the father. The absence of the father also means boys don't have a role model of what male
achievement looks like. Moynihan sees cultural deprivation as a cycle where children who are
inadequately socialised, fail school and grow up and become inadequate parents.
NEW RIGHT: put forward a similar explanation - Murray argues that a high rate of lone parenthood and
lack of positive male role models lead to underachievement of some minorities.
Scruton sees low achievement of many ethnic minorities as a result of failing to embrace mainstream
British culture.
, Pryce argues that the impact of colonialism and slavery was so devastating for the black community that
whilst being sold and transported they lost their language,religion and entire family structure.
Sewell: fathers,gangs and culture
Unlike Murray , Sewell argues that it is NOT because of the absence of fathers as male role models that
lead to black children underachieving but it's the LACK OF FATHERLY AND NURTURING ‘TOUGH LOVE’.
(respectful non abusive discipline) due to this these children find it hard to overcome the difficulties of
adolescence in their life.
As a result other street boys who are fatherless offer these black boys ‘’preserve love and loyalty’’.
These boys present other boys media inspired role models of anti school black masculinity - Arnot
describes it ‘ultra tough ghetto superstar, a image reinforced through rap lyrics and mtv videos’
Many black boys are subjected to powerful anti education pressure from other boys. Boys that sewell
interviewed found that the greatest barrier to educational success was pressure from other boys
Doing well at school, speaking standard English was seen as suspicion of selling oneself to the white
establishment by other peers.
HOWEVER: Critical race theorists such as Gillborn argue that it's not peer pressure but institutional
racism within the education system itself that systematically produces the failure of a large number of
black boys.
Asian families
Indian and Chinese pupils benefit from supportive families that have an ‘asian work ethic’ and place a
higher value on education.
Lupton found that adult authority in asian families is similar to the model that operates in schools. She
found that respectful behaviour was expected towards adults. Thus parents were supportive of school
behaviour policies.
White working class families:
White working class boys often underachieve and have low aspirations. McCulloch found that ethnic
minority pupils are more likely to aspire to go university than white British pupils.
Lupton studies 4 working class schools, two predominantly white and one mostly Pakistani, and one
ethnically mixed.
Teachers in the white working-class schools reported worse behaviour, even though they had fewer
students receiving free meals.
They said this was because of the lack of support and negative views about education from white
working-class parents.
On the other hand, ethnic minority parents tended to view education as a path to success in society.
Evans argues that street culture in white working class areas can be so brutal and so young children
have to learn how to withstand intimidation and intimidate others. This power game can be played at
school, bringing disruption and underachievement
Compensatory education
Policy to tackle Cultural deprivation - Operation Head Start in the USA compensate children for the
cultural deficit they are said to suffer due to deprived background
Statistics
- On average white and asians do better than black pupils, however there are differences between
asians e.g indians do better than pakistanis and bangladeshis.
- White working class pupils tend to achieve lower than any other ethnic groups
● External factors - factors outside the schools, in the home and family and wider society
● Internal factors - factors within schools and the education system and interactions between pupils
and teachers.
External factors of EDIE:
Cultural deprivation:
Theory that sees the underachievement of many ethnic groups the result of inadequate socialisation in
the home.
^ has three aspects:
- Intellectual and linguistic skills
- Attitudes and values
- Family structure and parental support
Intellectual and linguistic skills:
Cultural deprivation theorists see a lack of intellectual and linguistic skills a cause for underachievement
in many minority children. They argue that many children from low income black families lack intellectual
stimulation and enriching experiences. As a result they lack reasoning skills and problem solving skills.
Bereiter and Engelmann argue that language spoken by low income black American families are
inadequate for educational success. They see it as disjointed, inadequate in expressing abstract ideas.
There is also a concern that children who do not speak English at home are held back educationally.
However, Mirza argues that Indian pupils whose first language isn't English still do very well.
Attitudes and values:
Cultural deprivation theorists also see a lack of motivation as a major cause of the failure of black
children.
Most children are socialised into mainstream culture that promotes being ambitious, competitive and
willing to do well at school.
However, low income black children are socialised into a subculture that instils a fatalistic - ‘life for today’
attitude that leaves them unequipped for educational success.
Family structure and parental support
Cultural deprivation theorists argue that failure of children being socialised adequately is due to a
dysfunctional family. Moynihan argues that many black children are headed by lone mothers where their
child is deprived of adequate care as the mother is the breadwinner and struggles financially in the
absence of the father. The absence of the father also means boys don't have a role model of what male
achievement looks like. Moynihan sees cultural deprivation as a cycle where children who are
inadequately socialised, fail school and grow up and become inadequate parents.
NEW RIGHT: put forward a similar explanation - Murray argues that a high rate of lone parenthood and
lack of positive male role models lead to underachievement of some minorities.
Scruton sees low achievement of many ethnic minorities as a result of failing to embrace mainstream
British culture.
, Pryce argues that the impact of colonialism and slavery was so devastating for the black community that
whilst being sold and transported they lost their language,religion and entire family structure.
Sewell: fathers,gangs and culture
Unlike Murray , Sewell argues that it is NOT because of the absence of fathers as male role models that
lead to black children underachieving but it's the LACK OF FATHERLY AND NURTURING ‘TOUGH LOVE’.
(respectful non abusive discipline) due to this these children find it hard to overcome the difficulties of
adolescence in their life.
As a result other street boys who are fatherless offer these black boys ‘’preserve love and loyalty’’.
These boys present other boys media inspired role models of anti school black masculinity - Arnot
describes it ‘ultra tough ghetto superstar, a image reinforced through rap lyrics and mtv videos’
Many black boys are subjected to powerful anti education pressure from other boys. Boys that sewell
interviewed found that the greatest barrier to educational success was pressure from other boys
Doing well at school, speaking standard English was seen as suspicion of selling oneself to the white
establishment by other peers.
HOWEVER: Critical race theorists such as Gillborn argue that it's not peer pressure but institutional
racism within the education system itself that systematically produces the failure of a large number of
black boys.
Asian families
Indian and Chinese pupils benefit from supportive families that have an ‘asian work ethic’ and place a
higher value on education.
Lupton found that adult authority in asian families is similar to the model that operates in schools. She
found that respectful behaviour was expected towards adults. Thus parents were supportive of school
behaviour policies.
White working class families:
White working class boys often underachieve and have low aspirations. McCulloch found that ethnic
minority pupils are more likely to aspire to go university than white British pupils.
Lupton studies 4 working class schools, two predominantly white and one mostly Pakistani, and one
ethnically mixed.
Teachers in the white working-class schools reported worse behaviour, even though they had fewer
students receiving free meals.
They said this was because of the lack of support and negative views about education from white
working-class parents.
On the other hand, ethnic minority parents tended to view education as a path to success in society.
Evans argues that street culture in white working class areas can be so brutal and so young children
have to learn how to withstand intimidation and intimidate others. This power game can be played at
school, bringing disruption and underachievement
Compensatory education
Policy to tackle Cultural deprivation - Operation Head Start in the USA compensate children for the
cultural deficit they are said to suffer due to deprived background
