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Questions include....
Outline two material factors that may affect social class differences in educational achievement.
Outline three ...
Outline two material factors that may affect social class differences in educational
achievement. (4 marks)
Paragraph 1:
- Overcrowding at home.
- Often due to parents/guardians having a lower income which means they can only
afford a small house.
- The individual will not have their own space to study where they can solely
concentrate on their studies.
Paragraph 2:
- Having parents who are from a higher social class e.g. middle class.
- Have a higher family income -> able to afford more educational resources for their
children.
- The child is gaining educational support which allows them to thrive in school.
Outline three reasons why government education policies aimed at raising educational
achievement among disadvantaged groups may not always succeed. (6 marks)
Paragraph 1:
- Can be difficult to implement policies.
- E.g. policy involves intervening in a pupils home life to change how their parents
socialise/motivate their children with their school work.
- Difficult to be sure that every parent is doing this correctly.
Paragraph 2:
- School/local authorities may fail to carry out the policies properly.
- E.g. 2012 OFSTED found that some schools were misusing Pupil Premium funds
and were not using them for their explicit purpose.
Paragraph 3:
- Tested educational policies may have a low uptake by their targeted groups.
- E.g. free school meals.
- A student may be bullied due to the stigma attached to free school meals -> refuse
to get food during school out of fear of being a target to bullies.
, ITEM A: On average, pupils from some ethnic groups achieve more highly at school than
others. For example, Chinese and Indian pupils generally outperform white pupils at GCSE.
This is even true when we take into account whether pupils are from deprived
backgrounds, as measured by whether they receive free school meals. For example,
Chinese pupils on free school meals do better than white pupils who are not on free school
meals.
Applying material from Item A, analyse two reasons why pupils from some minority ethnic
groups achieve above average results in school. (10 marks)
Paragraph 1:
- Different attitudes and values.
- Driver and Ballard argue that Asian families have high aspirations for their children
-> contributes to educational success as those attitudes translate down to their
children.
- Could be why “Chinese and Indian pupils generally out-perform white pupils at
GCSE”.
- HOWEVER -> Moynihan argues that black children are not socialised into the
culture of having high aspirations -> they adopt fatalistic attitudes.
- Means that they do not work hard at school -> they underachieve.
- Contradicts the view that ethnic minority students achieve above average at school.
- BUT it supports the statement “pupils from some ethnic groups achieve more highly
at school than others” -> some ethnicities achieve more highly than black pupils.
Paragraph 2:
- The attitude of the teacher and how they label students.
- Stereotypes -> teachers have come to expect Chinese students to do well ->
concentrate on those students at the expense of white and black students.
- League table positions and results may mean that teachers want to target those
who they feel will achieve the highest grades.
- Also due to labelling, teachers may have an already ingrained idea of how well
these children achieve as a stereotype -> more likely to put them in a higher set
which pushes them to their maximum ability.
- This will create a self-fulfilling prophecy for those who are labelled as bright
students -> other ethnic minority groups underachieve as they are negatively
labelled.
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