• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Assess the importance of school factors such as racism and pupils responses to racism in creating ethnic differences in educational achievement

Extracts from this document...

Introduction

Assess the importance of school factors such as racism and pupils responses to racism in creating ethnic differences in educational achievement There is an obvious correlation between educational achievement and ethnicity, and many sociologists believe this is to do with two factors; Internal (School) Factors and External (Out Of School) Factors. Both factors play their part in the educational achievement of a pupil however ethnicity is very difficult to measure as both Internal Factors and External Factors should be considered. Tony Lawson and Joan Garrod (2000) define ethnic groups as 'people who share common history, customs and identity, as well as, language and religion, and who see themselves as a distinct unit'. There are clear differences in achievement between different ethnicities. According to the Dfes, government statistics for example, we see that Whites and Asians on average do better than Blacks. There are also gender and class differences within and between ethnic groups. Among mostly all ethnic groups girls perform better than boys. ...read more.

Middle

and Youdell (2000). They found that teachers were quick to discipline black pupils than others for the same behaviour. They argue that this is the result of teachers 'racialised expectations'. They found that teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority. This low expectation based on ethnicity, in turn makes the teachers label them negatively, which may discourage the students from actually working towards their full potential, thus creating difference in ethnic achievement. However some sociologists, teachers, educational institutions, may argue that such labelling encourages students to work harder to prove the teacher wrong and may result in better achievement. For example, in Mary Fuller's (1984) study of a group of black girls in year 11 of a London comprehensive school where they rejected the negative labels. Instead of accepting negative stereotypes of themselves, the girls channeled their anger about being labeled into trying to perform better, in terms of educational success. ...read more.

Conclusion

From this view, the ethnocentric curriculum is a main example of institutional racism. For example the lack of provision of Asian languages, according to them is an example of racism because it is an example of racial bias being built into everyday workings in schools and colleges. This institutional racism may create an enviroment where ethnic minority pupils are disadvantaged by a system that disregards their needs. However some educational institutions may argue it is not mainly due to this, but external factors and racism in wider society that creates this effect. Racism in society, seen through media sources ( movies, adverts, magazines etc) which is exposed to young children. In conclusion, although internal factors such as racism, labelling, and pupils response to such factors is at the heart of ethnic difference in achievement, other external factors such as cultural deprivation, material deprivation, racism in wider society, could be argued also play a part and are equally important. ?? ?? ?? ?? 27/03/2011 16:32 27/03/2011 16:32 27/03/2011 16:32 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Sociological Differentiation & Stratification section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Sociological Differentiation & Stratification essays

  1. Using material from Item 1B and elsewhere, assess sociological explanations of ethnic differences in ...

    Gillborn calls this the 'myth of the black challenge', which could result in a self fulfilling prophecy of failure.

  2. How do the three factors of class, gender and ethnicity affect achievement in education?

    "The over stimulating, action packed and exciting world they are now able to choose to belong to outside, more than ever conflicts with the relatively confined and passive nature of the classroom environment". In the 1990s the priorities of girls started to change.

  1. Explain the influence of social class and gender on educational achievement

    Other explanations show that the occupational roles available to women such as office work, teaching and nursing generally do not require A-levels, thus continuance of education seemed pointless. However as lees' study 'Losing Out' (1986)

  2. Assess the reasons for gender differences in Educational Achievement

    The culture of masculinity also differs from that of femininity in a big way, with males, it is seen as uncool to study, and most boys wish to appear macho in front of their friends. This means that most won't study, because they wish to achieve the "macho" look.

  1. Assess the view that the underachievement of some ethnic minority pupils is the result ...

    However, although class accounts for some of the inequality in education of ethnic groups it may not take account of all. Some sociologists have suggested that racism is also an important factor in causing inequality. On the other hand some sociologists believe that genetic make up is the main reason for underachievement of some ethnic minority pupils.

  2. Assess the claim that ethnic differences in educational achievement are primarily the result of ...

    Cultural deprivation is the idea that some children have inadequate socialisation within the home, which can then lead to under-achievement. Many such as Bereiter and Engelmann see the language spoken by lower class black American families as inadequate for educational success.

  1. Assess the sociological explanations for ethnic differences in educational achievement.

    The labelling of students inevitably leads to different student responses, with those that conform most likely to be I and C students who are viewed as the ?ideal pupils? whilst Sewell and Hall have recognised how black students can create a ?culture of resistance? to school and rebel or retreat completely from the school culture and values.

  2. Assess the importance of school factors such as racism in creating ethnic differences in ...

    These negative labels that teachers give may then lead them on to treat pupils from ethnic minorities differently. This could lead on to creating a self-fulfilling prophecy, disadvantage them and may lead to their failure. Gillborn and Youdell found that teachers were quicker to discipline black pupils than others for the same behaviour.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work