Differential achievements education Britain - Sociology 1.Class - Trends achievement (Statistics). 2/3 factors affecting achievement - e.g. social class, neo-liberalism 2. Gender -Trends achievement (Statistics) .
Class trends in achievement: Prejudice and culture
According to the British Educational Research Association: "Some 31% of white pupils on free school meals -- a key indicator of poverty -- achieve five As to Cs, compared with 63% of white pupils not eligible for free school meals" (Shepherd 2010). However "this gap between social classes -- of 32 percentage points -- is far higher for white pupils than for other ethnic groups" (Shepherd 2010). Statistics thus suggest that while class prejudice may have an impact upon student test scores, a culture in some white, working-class homes that does not support education must also be taken into consideration as a factor, given that the effects of poverty are not nearly as obvious as they are for minority students.
Q2. Gender trends in achievement: Developmental and disciplinary problems amongst boys
During students' early educations, "there is little difference in the performance of boys and girls in mathematics, but in reading, writing and spelling at Key Stage 1, girls do substantially better. The difference in the number of girls and boys reaching Level 2 is about 10 percentage points, and this gap shows no signs of narrowing. It indicates that the underachievement of...
3). This translates into fewer boys going on to
university. The emphasis upon literacy vs. other tasks in the classroom, boy's slower rates of developing in terms of their
communication skills, and displinary problems in
classroom where boys have more difficulty playing by 'the rules' have all been cited as the reason for the gap.
Q3. Ethnicity trends in achievement: Institutional racism and expulsion
Traditionally, ethnic minorities have underperformed in
comparison to their white counterparts in Britain. However, this is rapidly changing. While "the proportion of African-Caribbean students achieving 5 good GCSE grades is well below the national average. Yet in Birmingham…African-Caribbean pupils were doing better than the average" (Baker 2002). Overall "the proportion of African-Caribbean pupils getting 5 good GCSEs jumped from 23% to 37% between 1996 and 2000" (Baker 2002). This has been attributed to the high concentration of African-Caribbean pupils in the area of Birmingham, resulting in more positive student interactions with teachers.
In general, negative student-teacher relationships have been cited as a critical reason for minority underperforming "in 2000/01, 38 in every 10,000 Black Caribbean pupils in England were permanently excluded. This was the highest rate for any ethnic minority group…As with
academic achievement, African Caribbean pupils are starting to close the gap as the
numbers being excluded…
