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

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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.

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