2. Pupil identities 3. Pupil responses External factors and ethnic 1. Cultural deprivation
differences in achievement
Teachers often define pupils as having There is evidence of teacher This claims that some minority ethnic group
stereotypical ethnic identities. racism and negative labelling. Many sociologists argue that children underachieve due to their own
However, research the best explanation is deficiencies as a result of inadequate socialisation
Archer describes how teachers’ dominant discourse shows that pupils can through looking at factors by their parents. It involves 3 main aspects:
constructs three different pupil identities. respond to this in a outside the school such as:
variety of ways. - Cultural deprivation 1. Language
- The ‘ideal pupil’ identity - Material deprivation Cultural deprivation theorists see a lack of linguistic
A White, middle-class, masculinised identity. Teachers see Pupils may refuse to and class skills as a major cause of underachievement for some
this pupil stereotypically achieving in the ‘right’ way. accept the label by - Racism in wider minority ethnic group children, leaving them poorly
working extra hard. society equipped for school
- The ‘pathologized’ pupil identity Negative However, critics strongly reject this due a common
An Asian, ‘deserving poor’, feminised identity. Teachers see this labels do misunderstanding being that children who do not speak English
pupil stereotypically as someone who succeeds through hard work rather not always as their first language or at home are held back educationally; this
than natural ability. turn bad. is not the case.
2. Attitudes and values
- The ‘demonised’ pupil Cultural deprivation theorists see lack of aspiration as a major cause of
A White or Black, working class, hyper-sexualised identity. Teachers see underachievement. They argue that some minority ethnic group
this pupil stereotypically as an unintelligent underachiever. children are socialised with an attitude that does not value education.
For Archer, teachers are likely to either demonise or pathologize minority However, studies have shown that minority ethnic group pupils do
ethnic group pupils. tend to have high aspirations. This counters the claims around EM
Education - families inadequately socialising their children into low aspirations.
Ethnicity and 3. Family structure and parental support
Studies made by interactionists show that 1. Labelling and Achievement Failure to socialise children adequately results in
teachers often see Black and Asian students dysfunctional families, e.g. Black families headed by a
teacher racism single mother may lead to children lacking a role
and being far from the ‘ideal pupil’.
model of male achievement. However, cultural
This is shown as Black pupils are often seen 2. Material deprivation theorists are
as disruptive and Asian pupils as passive. deprivation and criticised for ignoring the
Negative labels may lead to teachers treating Internal 3. Racism in class positive effects of Black
pupils from minority ethnic backgrounds family structures in
factors in wider society
differently. achievement.
This disadvantages them and achievement
Material deprivation means a lack of
may result in their failure. Racial discrimination leads to those physical necessities that are seen
Many sociologists also social exclusion and this as essential or normal for life in today’s
believe that through worsens poverty for EMs. society; generally working class people
looking at factors from are more likely to face this.
within schools, we can
For example, housing has shown discrimination Material deprivation explanations see educational
explain differences in
means EMs are more likely to be forced into failure as resulting from factors such as
achievement.
substandard accommodation in comparison to substandard housing and low income; EMs are
These different factors include: White people of the same class. more likely to face these problems.
- Labelling and teacher racism
- Pupil identities This shows a higher likeliness of EMs facing
- Pupil responses unemployment and low pay, in turn negatively affecting However, some Indian and Chinese pupils
their children’s education prospects. who are materially deprived still do better
than most regardless.
differences in achievement
Teachers often define pupils as having There is evidence of teacher This claims that some minority ethnic group
stereotypical ethnic identities. racism and negative labelling. Many sociologists argue that children underachieve due to their own
However, research the best explanation is deficiencies as a result of inadequate socialisation
Archer describes how teachers’ dominant discourse shows that pupils can through looking at factors by their parents. It involves 3 main aspects:
constructs three different pupil identities. respond to this in a outside the school such as:
variety of ways. - Cultural deprivation 1. Language
- The ‘ideal pupil’ identity - Material deprivation Cultural deprivation theorists see a lack of linguistic
A White, middle-class, masculinised identity. Teachers see Pupils may refuse to and class skills as a major cause of underachievement for some
this pupil stereotypically achieving in the ‘right’ way. accept the label by - Racism in wider minority ethnic group children, leaving them poorly
working extra hard. society equipped for school
- The ‘pathologized’ pupil identity Negative However, critics strongly reject this due a common
An Asian, ‘deserving poor’, feminised identity. Teachers see this labels do misunderstanding being that children who do not speak English
pupil stereotypically as someone who succeeds through hard work rather not always as their first language or at home are held back educationally; this
than natural ability. turn bad. is not the case.
2. Attitudes and values
- The ‘demonised’ pupil Cultural deprivation theorists see lack of aspiration as a major cause of
A White or Black, working class, hyper-sexualised identity. Teachers see underachievement. They argue that some minority ethnic group
this pupil stereotypically as an unintelligent underachiever. children are socialised with an attitude that does not value education.
For Archer, teachers are likely to either demonise or pathologize minority However, studies have shown that minority ethnic group pupils do
ethnic group pupils. tend to have high aspirations. This counters the claims around EM
Education - families inadequately socialising their children into low aspirations.
Ethnicity and 3. Family structure and parental support
Studies made by interactionists show that 1. Labelling and Achievement Failure to socialise children adequately results in
teachers often see Black and Asian students dysfunctional families, e.g. Black families headed by a
teacher racism single mother may lead to children lacking a role
and being far from the ‘ideal pupil’.
model of male achievement. However, cultural
This is shown as Black pupils are often seen 2. Material deprivation theorists are
as disruptive and Asian pupils as passive. deprivation and criticised for ignoring the
Negative labels may lead to teachers treating Internal 3. Racism in class positive effects of Black
pupils from minority ethnic backgrounds family structures in
factors in wider society
differently. achievement.
This disadvantages them and achievement
Material deprivation means a lack of
may result in their failure. Racial discrimination leads to those physical necessities that are seen
Many sociologists also social exclusion and this as essential or normal for life in today’s
believe that through worsens poverty for EMs. society; generally working class people
looking at factors from are more likely to face this.
within schools, we can
For example, housing has shown discrimination Material deprivation explanations see educational
explain differences in
means EMs are more likely to be forced into failure as resulting from factors such as
achievement.
substandard accommodation in comparison to substandard housing and low income; EMs are
These different factors include: White people of the same class. more likely to face these problems.
- Labelling and teacher racism
- Pupil identities This shows a higher likeliness of EMs facing
- Pupil responses unemployment and low pay, in turn negatively affecting However, some Indian and Chinese pupils
their children’s education prospects. who are materially deprived still do better
than most regardless.
