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

Using the information from the items and elsewhere, asses the view that it is schools themselves that are the cause of differences in achievement amongst ethnic groups

Extracts from this document...

Introduction

Using the information from the items and elsewhere, asses the view that it is schools themselves that are the cause of differences in achievement amongst ethnic groups Both factors in school and outside school affect ethnic achievement such as, the curriculum, material and cultural factors, labelling and racism in school; all of these affect ethnic minorities' achievement within school. These allegations that schools themselves are the cause of differences in achievement amongst ethnic groups are supported by all 3 items; item A suggests that the teachers expectations of ethnic minorities can have a huge effect in issues such as placement in streamed classes, this point is supported by the report made by Ofsted in 1999, they concluded that in schools emphasize tight setting, some groups learning English, as an additional language are likely to be placed disproportionately in low sets, especially in English. Item A also suggests that the introduction of tiered GCSE papers has added an additional disadvantage to ethnic minorities as in Gillborn and Youdell (1999) study has shown that black children are markedly less likely to be entered for higher tier examinations, which is preventing them to reach the higher grades they may achieve. ...read more.

Middle

Another factor that supports the view of it's the schools themselves to blame for the cause of difference in achievement in ethnic groups, is labelling and racism in school. Teachers tend to label boys of afro-Caribbean origin as 'unruly' and 'disrespectful' which is supported by Gillborn's study in 1990, he found that afro-Caribbean pupils were more likely to get given detentions than any other pupils; this may be linked by the way teachers perceived their manner and behaviour which could be simply just how they speak and they only challenge teachers authority when they feel they are being unfairly punished for something they feel they can't help or haven't done, by doing this the pupil is fulfilling their label that was placed by the teacher. These claims are supported by studies such as Tony Sewell (1996) and Jasper (2002) which both suggest that teacher are fearful of black boys but, Jasper goes further and claims that teachers offers black boys a different style of teaching which is less conducive to learning than the others. In 1992 after Wright completed some studies she found that teachers displayed some overt racism. ...read more.

Conclusion

Haque and Ball (2001) study found that the level of the mother's education also had an effect on educational attainment. Another factor could be the language barrier because although Afro-Caribbean's do speak English they have different dialects which would affect their standard of school work and their communication with the teachers. The last Factor is cultural capital, where the parents would not be able to get their child into the best school as they do not have the characteristics of a middle class white person and that they are not used to the English education system, this would effect the student as they would attend a school that they couldn't help the black student fulfil their full potential due to bad staff and lack of facilities. In conclusion, from looking at all the points made I believe that school is to blame for the differences in ethnic groups attainment although there are good points to go against this, schools are not helping to their full potential which could help ethnic students a great deal as bad attainment is the result of bad communication between student, parent, and teacher and the lack of equality in a classroom. Elizabeth Knights Ethnicity essay 6th December 2007 ...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. For and Against Single-Sex Schools.

    In class discussions if there are just girls then the girls just get ideas from other girls however when there are boys and girls in class discussion both can give in their ideas or opinions. This way boys are able to hear what a girl has to say about something and what boys have to say about something.

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

    This shows that a factor contributing to under achievement in education for ethnic minorities is the attitudes of the staff within the school. Gillborn [1990] also found that teachers negatively label black students. Afro Caribbean students were seem as a challenge to the school authority.

  1. Outline and asses sociological explanations of ethnic inequality.

    Rex and Tomlinson offer evidence to show that ethnic minorities are disproportionately represented in such jobs. Dahrendorf and Saunders described the types of characteristic features of the underclass in terms of multiple deprivation, social marginality, culture of fatalism and despair and welfare state dependency.

  2. Is the Underachievement of Ethnic Minority Children due to a Racist School System?

    Pilkington believed that cultural explanations should be treated with caution, even if they cannot be dismissed. The problems are that they are critical if ethnic minority cultures simply because they are different, and they can distract attention away from the possible failings of the educational system, deprivation and Racism.

  1. Assess whether those from ethnic minorities achieve less in education than those from other ...

    they are less capable, but possibly due to their culture, different areas of education are more important to them than other ethnic groups. Other evidence suggesting that gender is important within ethic groups is that Pakistani and Bangladeshi women appear to perform worse than anyone else.

  2. Outline and assess the view that processes within school results in differences in educational ...

    Also, research like Wright?s is based on observations of classrooms, which will be thought by some positivists to be subjective and biased. Moreover, material deprivation refers to a lack of physical necessities that are essential for functioning in today?s society.

  1. Examine the view that differences in educational achievement amongst ethnic minorities is a result ...

    This is known as barring. Another problem with using these statistics is that these statistics give us a snapshot of what the students achieved when they left school at 16. Many ethnic minority students then go on to study in later life and add to their qualifications.

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

    The black pupils felt that teachers picked on them and underestimated their ability. Gillborn and Youdell said that much of the conflict between white teachers and black pupils stems from racial stereotypes that teachers hold, rather than the actual behaviour of the pupils.

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