Ethnic differences in achievement External factors Cultural Deprivation

Ethnic differences in achievement & External factors (Cultural Deprivation) • Examine differences in ethnic achievement • Explore notions of cultural deprivation and analyse key reasons • Evaluate the role of different factors in educational achievement SPEC: Different sociological explanations of ethnic differences in educational achievement in relation to external factors, e. g. cultural deprivation. ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*) Briefly explain differences in ethnic achievement, recall one study on cultural deprivation, and offer some general criticisms. Thoroughly explain differences in ethnic achievement, recall two studies on cultural deprivation, and offer a range of criticisms. Detailed explain differences in ethnic achievement, recall three studies on cultural deprivation, and offer a range of depth of analysis and evaluation.

Key Concept: Ethnicity People who share common history, customs and identity, as well as, in most cases, language and religion, and who see themselves as a distinct unit. • What non-white ethnic groups exist in the UK? • What mixed groups exist?

Evidence of Ethnic Differences in Achievement Key Groups for ALevel Sociology What are the top three and bottom three achieving ethnic groups? What could be the reasons for these differences?

Analysis from Official Statistics us? . . . ll e t s ic t is t a t s What do the m/c do better d an ys bo an th er tt be do s rl Within all ethnic groups, gi than w/c all pupils. of l al of 5 4/ nd ou ar up e White pupils mak hool-meals gained 5 sc ee fr on e er w ho w ls pi Only 24% of White male pu A*-C Grades. Black pupils an th er gh hi e ev hi ac e ag er White & Asian pupils on av Bangladeshis & is an st ki Pa an th er tt be Amongst Asians, Indians do es of 11 -16 years-old ag e th n ee tw be ss re og pr White pupils make less continue then ds en tr t en rr cu If. ls pi pu compared to Black or Asian p in the UK. ou gr ic hn et g in m or rf pe t es e low White pupils will become th

Note taking Tips • Describe the factor • Link it to an ethnic group • Apply it to achievement / underachievement

: n o i t a v i r p e D l Cultura ls: istic Skil u g in L & l a u t c e 1) Intell Black, lowly r la u ic t r a (p ority groups in m ic n h t e ough their y r n h a t m t n t e a h m t p t lo s e e v ts sugg linguistic de & n io t la u These argumen im t s k adequate c la ), s p u o r g e incom socialisation. Immigrants’. B Coloured f o n io t a c u d E he owker (1968): ‘T r to UK ie r r a b e g u h a lish creates g n E d r a d n a t s A lack of 966) 1 ( education. n a lm e g n E & Bereiter amilies is f k c la b e m o c n by low-in Language spoke uccess. It is s l a n io t a c u d e inadequate for capable of in d n a , d e t in o j dis ungrammatical, tract ideas. s b a g in s s e r p x e evaluated? e b s t n e m u g r a e How could thes plain why x e ’t n s s t e n o e D d u t 2010, EAL s n I : s do so well. ic s t il is p t u a p t x n S 5 l ia ia d in n ic s I f r Of tive speake a n h s li g n E d in only 3% beh A-C Results.

2) Attitudes & Values: ic groups n h t e t n e r e f if suggest that d s t n e m u g r a e s ent attitudes & r e f The if d ’) it r e h n to (or ‘i are socialised in ated a negative e r c e v a values. h ia d e ests that the M g g u s ) icular which he 4 t 0 r 0 a p (2 t in s il p Arno u p inforced odel for Black e m r ‘ le r o a r t l s o r o e h p c u s S anti. Tough Ghetto a r lt U e h ‘t s a describes TV videos. M & s ic r ly p a r through ture & c u r t S y il m a F ) 3 t: Parental Suppor e How could thes arguments be evaluated? pes are to y t y il m a f l’ a n hat ‘dysfunctio t e u g r a s t is g thnic groups. e in a t r e c f Many sociolo o t erachievemen d n u e h t r o f e blam ): Moynihan (1965 Murray (1984): New Right guy ean Lone. African Caribb me. Lack la b o t d o o h t n Pare odels of male role-m thers means that mo ialise struggle to soc ately. children adequ Scruton (1986): nt is the Low achieveme minorities ic n h t e f o lt u s e r ace & failing to embr culture. h is it r B o t m r o conf

s such they a & ): 9 e 7 r u 9 lt (1 u e c c y k r c P ive than Bla s e h o c d by it as e e r t o c e m f h f c e u t m o n is e the UK as such ar d n a ly e iv t c e Asian culture in f f ism more e c a r e r failure. o l n a ig n o io t t a le c u b a d e e r o a m leading t e e t s e lf e s w lture has lo u c k c la B e much e. g. h t f that much o s n a e m y r e v ulture are c la k S c f la o B t c e a h p T. im c t The , ancestry e n io g li ith White e w r , e e t g a a il u g im n s s la a ’s & lost it o integrate t ly e k li s s le ance’. t h c is u s e m R e f r o o f e e r r u e lt th s this a ‘Cu ll a c ) 2 9 9 (1 ll a M/C UK. H Driver & Ballard (1981): ol’ attitude o h c S o r ‘P e r o ave a much m h s ie ly lone il e r m a a r f e n r ia a s s A ie t il a m Argue th se Asian fa u a c e b o ls A. s ilie etwork for n t r o p p u s r than Black fam e g y offer a big e h t s ie il m a f s parent oritarian’ h t u A lt u d children. ‘A e ests that th g g u s ) 4 0 0 (2 n Lupto school. e h t f o t a h t s atche Asian family m ate these lu a v E o t r e b m …Reme heories… T ’ n io t a iv r p e D ‘Cultural

Sewell jected to b u s e r a y e h T y and love’. (2009): lt a y o ‘l school is r t e a f ll f e o w s g g n in a o g d , s of father English and d r a d n a t s g in s In the absence p pressure. U u o r g r e e p l o o blishment. a t anti-sch s e e it h w e h out’ to t seen as ‘selling 1): is down t n e Mc. Culloch (198 m e v ie h c a r pupils unde s s la c g in k r o ools (Two h w c e s it C h w W t r a u h o t f s f Argue her study o n I. t ontrast r c o p in p u d s n l u a o t f n e e h r s a to poor p ally mixed), ic n h t e e n o i, n a way up in a “ t s is a k a n P io e t n a o c , u e d whit rities saw e o in m ic n h t e f the parents o society’. ate these lu a v E o t r e b m …Reme heories… T ’ n io t a iv r p e D ‘Cultural

e How could thes arguments be evaluated? can be an y it ic n h t e w o h ighlights bean Girls ib r a C Driver (1977) h n a ic r f A odels. ucation e. g. m d e le o in r e le g a a t m n e a f v ad chool due to s in ll e w y r e v actually do is poor as it n io at uc d E y or at ns pe Com ite culture. imposes a dominant wh (1960 s) > Operation Head Start ones (1990 s) > Educational Action Z Ignores racism Ø Sure Start (2000) Better to have: Schools are ethnoc entric n >Multicultural Educatio > Anti-racist education re cultu e m a l to b t a h t s 1) say re. u 7 l i 9 a 1 ( f l e ationa Keddi c u d e f o victims me a l b o t is the

Review The highest achieving EM group _____ The lowest achieving EM group _____ This Sociologist also talked about Linguistic skills: ______ In 2010, E_______A_____L_______ students only 3% behind English native speakers in 5 x A-C Results. • African Caribbean L_______-P_____ to blame. Lack of m_____ r_____ m_______ to socialise children properly. • Hall argues that the Black community have a C_______ of R____, which prevents them assimilating and i______ • Two compensatory policies that impose the dominant white culture are _______ and ________. A better alternative is M______ E______. • •