Exclusion has been used since the late 1990s, however the rights of exclusion have been highlighted and procedures have been amended to recognise and protect the interests of the indiviual more fully. ‘’In 2001/02 Black pupils were more likely to be permanently excluded from schools in England than children from other ethnic groups.
The highest permanent exclusion rate was among Black Caribbean pupils, at 42 per 10,000. This was three times the rate for White pupils. Chinese and Indian pupils had the lowest exclusion rates, at 2 per 10,000 and 3 per 10,000 respectively’’ (National Statistics, 2004). This draws a pattern, as those Black Caribbean pupils are the highest in levels of exclusion and this could be a result of their low performance in school. However exclusion has declined over the years, but the number of exclusion is still very much high. In addition schools only monitor the number of exclusions, but do not pay attention to the causes and the pattern of individuals affected. Nevertheless there are many other factors that influence the levels of attainment amongst groups.
Firstly, underachievement is likely to be a result of in-school factors. Such as ‘teacher labeling’ and the curriculum. As a result of this, black Caribbean boys performance in exams will be poor and most are likely to struggle with their education.. Those students are then most likely to live up to the teachers expectations and becomes a self-filling prophecy.
It is now so widely ‘known’, even by beginner teachers before they start their training, that there is at least some risk that the generalization has become a self-fulfilling prophecy. Expectations of both ‘Asian’ and ‘African-Caribbean pupils may have become part of the complex web of factors which actually cause patterned differences in attainment. (Gaine, C. et al, 1999, pg 107)
From being perceived negatively, black Caribbean boys are all thought to be disruptive and disobedient. The same could be said for Asian students performance, because they are expected to do well and then live up to this expectation.
The Curriculum is another factor that is brought to attention when looking at causes of underachievement. Even after having being revised in 2000, the National Curriculum still needs to implement cultural literature and history. As claimed by Gaine (1999) ‘we are no longer simply a white, northern European, Christian, colonial power…’ Schools and the Education board do not address this, as this is likely to hinder the educational success of many ethnic minorities. For example, the black history addressed in schools is lacking and the failure of many black students could be triggered by the absence of black role models i.e. ‘ there are many accounts of black resistance to slavery, forgotten histories such as that of Mary Seacole (the ‘black Florence Nightingale’ of the Crimean War)…’(Gaine,1999)
Secondly, out of school factors are likely to be another result of underachievement. These could include material factors, which also relates to ‘class’. In comparison to other groups, Caribbean’s have the highest rates for single parents. As a result children of this ethnic group are likely to lack parental attention, because it is a consequence of having a working mother combined with single parenthood. They also may experience low income, living in deprived neighborhoods and not having resources i.e. computer, books… Yet, there are some Asian sub-groups i.e. Pakistanis and Bangladeshis who suffer from those factors too. Although they tend to be from a large tight-knit family, and having this present may compensate for low levels of income, education and isolation, as acknowledged by Gaine et al (1999). In addition, most of the ethnic groups that are underachieving tend to be of working-class background. Whereas the other ethnicities who are have higher levels of attainment, come from middle-class backgrounds. This could then indicate that a material deprivation influences an individuals performance.
Lastly, the different cultural expectations of education could contribute to educational outcome. One of the most common features all these ethnicities i.e. Indian, Bangladeshi, Pakistani and African-Caribbean encounter in there place of origin, is a different style of teaching. The size of the classes tend to be larger with a more formal teaching style, in addition to physical discipline. Whereas the British schooling system is far more child-centered and a mixture of abilities in learning. The relationship between teacher and student is also another aspect that differs amongst both cultures. However the Indian students may aspire to achieve, because having come from tight-knit, extended families, there parents attitudes may encourage their performance in education. Whereas Black-Caribbean’s tend to be from single-parent families and working mothers. Majority of black Caribbean students may place lower value and negative attitudes on education. The reason being that they may feel there is no point in working hard, and obtaining qualifications if they cannot contract jobs from them.
‘No matter how bright they were, or how much potential they had, black students, living in integrated disadvantaged communities with the lower-class, white indigenous population, would probably wind up not much different from their white working-class counterparts…’ (Gundara, J. et al, 1986, pg 50)
Because of the lack of opportunities and choices, especially for young black males. In addition to the lack of motivation or involvement by their parents in their education.
However Bangladeshis and Pakistanis generally come from tight-knit families like many Indians, but they do not share the same levels of attainment as them. Among women, Pakistanis/Bangladeshis were the least likely group to have degrees (7 per cent) (Office of National Statistics, 2004). The reasons behind this might be that more importance is placed on the males education. However the Pakistani and Bangladeshi males are not performing well either, the parents relationship between the teachers could be a result of this. Especially amongst these groups, their parents lack of education and the language barrier makes it harder to communicate and discuss their child’s’ performance. This as a whole will have negative affect on an individuals performance in education.
The concept for monitoring and comparing educational attainment by grouping individuals into ethnic and social groups is very much still consistent. Black-Caribbean boys are not only being over-represented in data showing their underachievement, but they are also being ‘labeled’ with this negative image. From my own experience I can see that schools tend to use the variations on achievement to understand the capability of individuals, rather than understand the reasons for the variation itself. The variations in achievement by ethnic grouping is being made aware, however the causes for this underachievement and their individuals own views about their underachievement are hardly paid attention to. Despite all the laws and policies introduced, I feel that inequality within education is still present. The monitoring of individuals performance may help to assess the performance of groups. Nevertheless, it isolates those who are failing or underachieving and introduces new forms of racism itself e.g. ‘labeling’. In addition laws and policies are being amended, but schools are not recognising the National Curriculum has a part in ‘racism’. Education also contributes to where people are placed in wider society, and this is like a mirror image. As those who are affected by the inequality present in the education system are likely to be excluded from society as a whole.
Bibliography:
Joseph Rowntree Foundation, 2005, available at:
http://www.jrf.org.uk/knowledge/findings/socialpolicy/0545.asp
(accessed 19 January 2006)
Gaine, C. and George, R. (1999) Gender, 'Race' and Class In Schooling: A New Introduction, Falmer press
Matheson, D (ed). (1995) An Introduction to the Study of Education, Second edition. David Fulton Publishers.
Office for National Statistics, 2004, available at:
http://www.statistics.gov.uk/cci/nugget.asp?id=461
(accessed 10 December 2005)
Gundara, J., Jones, C. and Keith, K.(eds) (1986) Studies in Teaching and Learning: Racism, Diversity and Education. Hodder and Stoughton.
Gill, D., Mayor, B. and Blair, M. (eds) (1992) Racism and Education. SAGE Publications.
