Ethnicity & Education: The Importance of School Factors (WJEC Eduqas GCSE Sociology): Revision Note

Type of school, labelling and teacher expectations

Type of school attended

• Research suggests that the type of school attended can strongly influence educational outcomes

• Several factors can significantly impact achievement, such as:

  • teaching quality

  • resources available

  • equal opportunities policies

• Minority ethnic students who attend high-performing schools tend to achieve as well as, or better than, white students in the same schools

• This suggests that school context, not ethnicity alone, plays a crucial role in determining success

Labelling and teacher expectations

• Some sociologists argue that teachers’ stereotypes and expectations are based not just on academic ability, but on ethnicity, social class, and gender

• Teachers may hold positive stereotypes of some groups:

  • Chinese and Indian pupils are often seen as hard-working and capable

  • Asian girls may be viewed as quiet, obedient, and passive

• However, Black Caribbean students, particularly boys, are often labelled as disruptive or aggressive

• Teachers’ low expectations can lead to students receiving less encouragement or academic challenge, reducing motivation and achievement

• According to interactionist theory, such labelling can produce a self-fulfilling prophecy — pupils internalise teachers’ negative expectations and underachieve as a result

Racism and prejudice in schools

• Research shows that black pupils are disciplined more often and more harshly than pupils from other groups

• A government report in 2015 found that black pupils are punished more frequently and severely than white pupils for similar behaviour

• Some teachers may hold both conscious and unconscious prejudices about black children’s behaviour and ability

• This is linked to stereotypes, leading to lower expectations and greater conflict between teachers and pupils

• Studies show some teachers view black boys as potential troublemakers, which can increase tension and damage relationships in the classroom

Institutional racism

• Some sociologists argue that schools and colleges can unintentionally discriminate against ethnic minority students through their structures, policies, and practices

• Institutional racism occurs when an organisation’s rules or routines disadvantage people based on race or culture, even without deliberate intent

• Some examples of institutional racism include:

  • higher exclusion rates — Black Caribbean boys are three to four times more likely to be excluded than other pupils

  • uniform or appearance rules that clash with certain cultural or religious practices (e.g., hairstyles, head coverings)

  • banding and streaming systems that place minority ethnic pupils in lower sets than white pupils of similar ability

• These are aspects of school life that may affect the achievement of some ethnic minorities

The ethnocentric curriculum

• The National Curriculum has been criticised for being ethnocentric — biased towards white, European culture and history

• Sociologists argue that this reflects the values of British culture while ignoring or undervaluing the contributions of non-European cultures

• Examples include:

  • teaching of English literature, art, music, and history that focuses on white British achievement

  • history lessons that glorify the British Empire and ignore colonialism and the histories of Black and Asian people

  • few opportunities to study non-European languages or authors

  • textbooks and resources that exclude or stereotype minority ethnic groups

• This can make ethnic minority pupils feel alienated, undervalued, or invisible, leading to low self-esteem and reduced engagement

Evaluation of school factors

• Not all pupils accept negative labels

  • Some labelled pupils reject teachers’ low expectations and work harder to prove them wrong

  • This shows that individual agency and resilience can counteract labelling effects

• Variation within ethnic groups

  • It’s important not to generalise — not all pupils within an ethnic group share the same experiences

  • E.g., while some Black Caribbean boys may underachieve, others succeed academically and go on to higher education

• Institutional racism is hard to measure

  • While exclusion rates and setting patterns point to bias, it can be difficult to prove intentional discrimination

  • Critics argue that not all differences result from racism — class and behaviour differences also play a role