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Outline and assess the view that ethnic inequalities in educational achievement are caused by teachers and process inside school themselves.

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´╗┐Nishtar Hussain Outline and assess the view that ethnic inequalities in educational achievement are caused by teachers and process inside school themselves. The view that ethnic inequalities in educational achievement are caused by teachers and processes within school is a complex argument. Within school there is a clear pattern which demonstrates that the white population perform much better than the ethnic minorities which are doing worse, there are clear and concise figures from the Office for National Statistics, 47% of White British Males achieve 5 or more A* - C at GCSE in comparison to 39% of Pakistani Male. There are studies which show that ethnic inequalities at school influence educational achievement, for instance; sociologist Wright (1992) study shows that teacher racism is still existent in schools. On the other hand, if this was the case that ethnic inequalities produced in schools, cause a failure in educational achievement then why is it that Chinese (69% of boys) and Indian (61% of boys) are significantly outperforming the white population (47% of boys). Therefore, this does not mean that ethnic inequalities are caused at school and that there could be cultural explanations at home which influence the failure of educational achievement, e.g. ...read more.


Her study found that when black pupils were discussing careers and plans for further education they had ?cooled down?; this shows how sub-standard they are viewed as they didn?t help them by providing guidance instead they casually just listened. She identified that there were three types of teacher racism; the first one being that they were ?colour blind?: this meant that teachers views of all the pupils were equal however during practise they allowed racism to go unchallenged, this was passive racism. The second type was the ?liberal chauvinists? they had views of Black pupils being less privileged in terms of culture, which had led them to have low-expectations of their academic ability. Lastly, the ?overt racists?: teachers would classify black pupils as ?second class? they were less superior and were discriminated actively. Also in 2007 a published report by Channel 4, they had uncovered the level of degree of racist attacks at schools, they had access to these rights via the Freedom of Information Act. The report had showed that over the past years there had been a substantial rise in the number of racial attacks a staggering 100,000 occurrences had been documented, this shows how racial attacks are still in Contemporary Britain and that they are still rising in today?s world. ...read more.


Thereafter, the retreatists who were a small minority which were secluded and disengaged from peer group subcultures and the school. Lastly the innovators, they were the second largest subculture who was both pro-education as well as anti-school. They distanced themselves from ?Conformists? enough to keep credibility with the ?Rebels? whilst valuing education success. From Sewell?s conclusion it was clear that teachers had held a stereotype of ?Black Machismo? ? seeing Black pupils as rebellious and anti-authority. To conclude from this, I do agree with the statement that ethnic inequalities in educational achievement are caused by teachers and the process within school however to some level degree. There is much evidence which supports this view as sociologist Mirza and Sewell have similar arguments which support the statement as teacher racism and labelling is very influential in terms of educational achievement. If students feel undermined by education because of labelling they would conform to being a ?failure? as because of their teacher?s expectations. However, it is fair to say that it could also work the other way and motivate students to become better and prove their teacher that they have the capability for success (being the case for Chinese and Indian students). There are also factors such as culture and language which have an influence and also can reproduce ethnic inequalities in educational achievement. ________________ | Page ...read more.

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