Assess sociological explanations of ethnic differences in educational achievement Some sociologists argue that some ethnic groups maybe underachieving in the education system whereas some say that these ethnic groups differ in the education system. Material factors may affect ethnic groups in the education system, material deprivation explanations see educational failure as results from factors such as substandard housing and low income. Ethnic minorities are more likely to face these problems according to Flaherty as unemployment is three times higher for African and Bangladeshi/Pakistani people than for whites, Pakistanis are nearly twice as likely to be in unskilled or semi-skilled jobs compared to whites. Ethnic minorities are more likely to be engaged in shift work. These inequalities parallel those in educational achievement e.g.
One factor for the working-class under-achieving is that the working-class families are less likely to give their children toys that are educations, stimulating their thinking and reason skills. Another factor is that they are also less likely to read to their children also. These theorist believe that this effects the children’s intellectual development so when they begin, they are immediately at a disadvantage when compared with the middle-class children Secondly, another factor that is seen as responsible for the working-class to be under-achieving is known as “restricted speech code”. A sociologist called Bernstein has distinguished speech into two: “elaborated speech code” and “Restricted speech code”. The middle class are said to use the elaborated speech code , this tends to be a wide range of vocabulary and complex sentences.
Payne stated that students should learn the “hidden rules” of the middle class from their educators so that they have another set of rules to use if they choose to do so. Impoverished students, compared to students of middle or upper class, often have a lack of proper funding, thus, a lack of appropriate resources to use in their education. Due to this, they are often unprepared for school, not having the money to purchase books and other educational tools. Both authors realize this, but argue that the responsibility lies on different shoulders. Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education.
Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term. Hyman argues that the lower classes create a self imposed barrier to learning their values. This is because he believes that they have a low value on education, with a ‘play safe’ culture and also a low level of self belief. This would all impact on the child performance at school as they would not have the attitude needed to progress. If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation.
The statics show that more money is put into public education in the wealthier areas. These tend to be white neighborhoods. Incomes are higher thus house prices are higher thus taxes are higher and the money put into education is higher. Latinos and Black families tend to be larger and rely on less income than those earned by White families. Latinos and Black works tend to have to work more than one job to make ends meet.
Those are three benefits that you will get if you’re more intelligent. Like I said in the beginning I would prefer to be more intelligent than be more popular. The reasons why I think like that are that I will be more successful in life than the popular kids with a better job and a better education. In addition popular kids have more friends but they are not that smart as the more intelligent
Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities.’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. A recent research report found that: • Children whose first language is other than English do not perform as well as other children across the Foundation Stage scales • Pupils for whom English was an additional language have lower attainment than pupils whose first language is English. The difference between the two groups is
I believe that the problem behind American students not studying is solely due to the lack of determination to study and excel in schoolwork. Welsh mentions in his article that American students
Asian Americans and white Americans have differ in many ways such as family socialization practices, and cultural framework that promotes adolescents school performance (Kiyoshi 2). Whites and Asian American parents are extremely different when comparing mechanisms of internalization of educational values in academic and education. Researches and studies have been shown that Asian Americans are known to be more engaged in studding work like activities, and activities importance competence in these situations for education and high expectations for achievements then white Americans. To this day forward Asian American shave been known to have a higher pay rate price than whites for achieving a given level of education, not to mention the time spent on weekends. The working classes of Asian Americans seem to be much higher and are known to be a lot better than the white American community (Gakvin
One of the arguments of co-education is the idea that it provides too many distractions for students. Several scholars have argued that these distractions have led to less attention on school work and class participation, due to girls and boys trying to impress each other. Furthermore, it has also been argued that students who are intimidated by the opposite sex may also be affected by low performance and low grades. Many educators believe that single-sex education does not enforce any type of gender-based stereotypes or adolescent subculture. Due to this, single-sex schools have been established to combat these issues.