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Evaluate the view that ethnic differences in educational achievement are primarily the result of factors outside the school. (30 Marks)€11,12
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Unit 2 SCLY2 - Education with Research Methods; Health with Research Methods
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Ethnic Differences in Achievement
Evaluate the view that ethnic differences in educational achievement are primarily the result of factors
outside the school. (30 Marks)
There are major ethnic differences in achievement, with Chinese pupils achieving significantly higher grades
than their white and black counterparts. This is primarily due to external factors such as cultural deprivation
and racism in the wider society. However, institutional racism does play a large part in the underachievement
of certain minority groups.
Firstly, theorists such as Moynihan believe that the ethnic differences in achievement are largely due to the
differences in family structure. For example, black families tend to be single-parent families, headed by the
mother. As a result, the children lack adequate care because the mother has to struggle financially. She may
have to work longer hours to make up the money, which means less interaction between her and her children.
As a result, they may fail to develop necessary linguistic skills or intellectual development and fall behind at
school. Alternatively, the family may not have the money for nutritious food or high standards of living, which
could lead to more illnesses and thus, more absences from school. The lack of a father also means that black
boys do not have a strong, male breadwinner role model. They do not have a successful male to look up to,
which could lead them to believe that they have few prospects, so they begin to give up at school or join an
anti-school subculture. This is significant because it highlights the importance of family life on other aspects of
life such as education. A child with two parents living together may have a more stable upbringing and have
more support (e.g. may the funds to pay for private tuition). Black pupils have to deal with family hardships as
well as maintaining an education, which can be difficult. However, Driver argues that theorists such as
Moynihan fail to notice the positive effects of ethnicity on achievement. For example, black families provide
young girls with lots of hardworking, female role models to aspire to be like. This would encourage them to
work harder at school because they see resilience and determination constantly from their mothers.
Another external factor that has a significant effect on ethnic differences in education is material deprivation,
which is the inability to afford basic needs such as food and housing. Palmer found that almost a half of
children from ethnic minority groups are in low-income households, compared to only a quarter of white
children. This means that they are less likely to have spare money to spend on things like educational books
and uniforms, compared to their white peers. As a result, they may have to deal with hand-me-downs, which
could lead to teasing from peers. This could result in the marginalisation of minority groups, which leads to
even further underachievement because they are excluded from things such as class discussions, which
would have improved their intellectual skills. This is significant because it shows that an external factor like
financial difficulties can have a huge impact on educational success and the gap between ethnic groups may
be decreased if more financial support was provided. However, this would not explain why those that come
from houses with a higher income still underachieve. This could suggest that it is in fact to do with ethnicity
rather than financial status.
A final external factor that also has an influence on educational achievement is racism in the wider society.
Rex states that racial discrimination often leads to social exclusion. For example, racial discrimination means
that people from ethnic minorities are more likely to get substandard housing. This could have both indirect
and direct effects on their children and their schooling. For example, an overcrowded house can directly affect
achievement because it would mean that there was less space for educational activities like homework, but it
would also affect it indirectly because it means that there is a greater risk of accidents or spread of disease,
which could cause more days off school. This is significant because it shows how society’s in-built racism
limits the opportunities of those within ethnic minority groups. It also highlights how a factor unrelated to
education (in this example, housing) can have massive impacts on the achievement of children, so all aspects
should be considered when deciding the reasons for ethnic differences. However, some ethnic minorities are
said to ‘overachieve’ (e.g. Asian pupils), so how can there be in-built racism in society if it doesn’t affect
everybody? It is unrealistic to believe that society is only racist to certain ethnic groups and not to others.
On the other hand, it could be argued that internal factors such as teacher racism have a larger impact on
educational achievement than factors outside of school. Gilborn found that teachers have ‘racialised
expectations’, in which they assume that black pupils will present more discipline problems. They then treat
the pupils according to this misperception and the pupils respond negatively. This therefore seems to prove
the teacher’s stereotype of young black boys and the cycle continues. Foster also found that due to these
racialised expectations, black children are more likely to be placed in lower streams, leading to a self-fulfilling
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