Topic Theory/ Key findings
Sociologist
Statistics ONS 2019 Chinese pupils were most likely to get a grade 5 or above in GCSE English and maths
White Gypsy/ Roma pupils were the least likely to get a strong pass in GCSE English and maths
In every ethnic group pupils eligible for free school meals were less likely to get a strong pass in GCSE English and
maths – this suggests that class is more important than ethnicity
2013/4 ONS- Chinese pupils highest achieving ethnic group = 74%
% with %+ in National average = 57%
English and Caribbean pupils lowest achieving major ethnic group= 47%
maths GCSE Gypsy/ Roma pupils lower lowest achieving minor ethnic group = 8%
Cultural Intellectual Children from low income black families lack intellectual stimulation leaving them poorly equipped with school because they
deprivation and linguistic have not been able to develop the needed skills.
skills BUT official statistics, in 2010, pupils with English as a first language were only 3.2 points ahead (55.2% to 52%) when it came
to gaining 5 A*-C GCSE passes. Gillborn and Mirza (2000) note the Indian pupils do very well despite not having English as
their home language.
Attitudes and Lack of motivation as a major cause of failure of many black children. Socialised into a subculture that instils a fatalistic ‘live
values for today’ attitude that doesn't value education and leaves them unequipped for success, compared to other children who
are socialised into deferred gratification.
Family Moynihan (1965)- many black families are headed by a lone parent mother, so children are deprived of adequate care,
structure and because she has to struggle financially (no man). Boys lack an adequate role model of male achievement. Cycle -
parental inadequately socialised children from unstable families = failure at school = inadequate parents.
support Pryce (1979) - black Caribbean culture is less cohesive and resistant to racism; pupils suffer low self-esteem &
underachieve.
Sewell (2009) Black boys are more likely to be culturally deprived. Lack fatherly nurturing = behavioural difficulties. Street gangs offer
black boys ‘perverse loyalty and love’. The media also provides role models, anti-school black masculinity e.g. in grime
and rap lyrics. Black students do worse than Asians due to socialisation, as they need to have greater expectations to raise
their aspirations. Furthermore, they view speaking standard English and doing well at school as suspicious.
Tiger Strict Chinese mother who pushes her children to be academically successful, also known as the Asian work ethic. Lupton
mothers (2004)- Adult authority in Asian families and respect for adults = teacher authority. Parents were more likely to be
supportive of school behavioural policies.
White McCullough (2014) - ethnic minority pupils more likely to aspire to go to University than white British pupils. Poorer levels of
working class behaviour and discipline in white working class schools. Lower parental support compared to ethnic minority parents, that
families saw the importance in education - Lupton (2004). Street gang culture more brutal in working class areas creating more
disruption in schools - Evans (2006)
Criticisms of Driver (1977) - ignores positive effects of ethnicity on achievement, e.g. producing strong independent women.
Sociologist
Statistics ONS 2019 Chinese pupils were most likely to get a grade 5 or above in GCSE English and maths
White Gypsy/ Roma pupils were the least likely to get a strong pass in GCSE English and maths
In every ethnic group pupils eligible for free school meals were less likely to get a strong pass in GCSE English and
maths – this suggests that class is more important than ethnicity
2013/4 ONS- Chinese pupils highest achieving ethnic group = 74%
% with %+ in National average = 57%
English and Caribbean pupils lowest achieving major ethnic group= 47%
maths GCSE Gypsy/ Roma pupils lower lowest achieving minor ethnic group = 8%
Cultural Intellectual Children from low income black families lack intellectual stimulation leaving them poorly equipped with school because they
deprivation and linguistic have not been able to develop the needed skills.
skills BUT official statistics, in 2010, pupils with English as a first language were only 3.2 points ahead (55.2% to 52%) when it came
to gaining 5 A*-C GCSE passes. Gillborn and Mirza (2000) note the Indian pupils do very well despite not having English as
their home language.
Attitudes and Lack of motivation as a major cause of failure of many black children. Socialised into a subculture that instils a fatalistic ‘live
values for today’ attitude that doesn't value education and leaves them unequipped for success, compared to other children who
are socialised into deferred gratification.
Family Moynihan (1965)- many black families are headed by a lone parent mother, so children are deprived of adequate care,
structure and because she has to struggle financially (no man). Boys lack an adequate role model of male achievement. Cycle -
parental inadequately socialised children from unstable families = failure at school = inadequate parents.
support Pryce (1979) - black Caribbean culture is less cohesive and resistant to racism; pupils suffer low self-esteem &
underachieve.
Sewell (2009) Black boys are more likely to be culturally deprived. Lack fatherly nurturing = behavioural difficulties. Street gangs offer
black boys ‘perverse loyalty and love’. The media also provides role models, anti-school black masculinity e.g. in grime
and rap lyrics. Black students do worse than Asians due to socialisation, as they need to have greater expectations to raise
their aspirations. Furthermore, they view speaking standard English and doing well at school as suspicious.
Tiger Strict Chinese mother who pushes her children to be academically successful, also known as the Asian work ethic. Lupton
mothers (2004)- Adult authority in Asian families and respect for adults = teacher authority. Parents were more likely to be
supportive of school behavioural policies.
White McCullough (2014) - ethnic minority pupils more likely to aspire to go to University than white British pupils. Poorer levels of
working class behaviour and discipline in white working class schools. Lower parental support compared to ethnic minority parents, that
families saw the importance in education - Lupton (2004). Street gang culture more brutal in working class areas creating more
disruption in schools - Evans (2006)
Criticisms of Driver (1977) - ignores positive effects of ethnicity on achievement, e.g. producing strong independent women.
