In what ways do cultural factors influence ethnic differences in educational attainment?
OCR
A Level
2019
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In What Ways Do Cultural Factors Influence Ethnic Differences in Educational Attainment?
This essay will explore the ways in which cultural factors contribute to ethnic differences in educational attainment. It will draw upon sociological research to demonstrate how cultural values, beliefs, and practices influence the aspirations, motivations, and experiences of students from different ethnic backgrounds.
Introduction
This essay will explore the various ways in which cultural factors influence ethnic differences in educational attainment. It will be argued that cultural factors such as parental expectations, cultural capital, language barriers, and perceptions of masculinity can play a significant role in shaping educational outcomes for different ethnic groups.
Parental Expectations and Cultural Capital
Cultural capital, as defined by Bourdieu, refers to the knowledge, values, and skills that are valued by the dominant social class and institutions. Studies have shown that different ethnic groups may have varying levels of cultural capital, which can impact their educational attainment. For example,
- Archer and Francis (2007) found that Chinese parents often have high aspirations for their children's education, which is reflected in their strong emphasis on academic achievement.
- Chua (2014) argues that "Tiger Parents" from Chinese backgrounds strongly encourage high educational attainment in their children.
- Vincent (2013) highlighted the high aspirations and cultural capital of Black middle-class parents, yet they often face challenges in navigating educational systems where teachers may hold low expectations of Black pupils.
Language Barriers and Cultural Disconnect
Students who are not native English speakers may face language barriers that hinder their academic progress. This can create a cultural disconnect between students and teachers, leading to misunderstandings and difficulties in learning. For example, students may struggle to understand complex vocabulary or to express their ideas effectively.
School Subcultures
Mac an Ghaill (1988) studied a group of working-class boys in a comprehensive school, finding that they formed subcultures based on ethnicity and social class. His research highlighted the role of school subcultures in shaping students' educational choices and achievements.
- Mirza (1992) examined the experiences of Black girls in schools and found that they often faced racism and sexism. However, she also found that they were able to develop resilience and strategies for success.
- Archer has researched the experience of Muslim boys within UK education, noting how cultural values and identity can impact their educational trajectories.
Masculinity and Educational Attainment
Sewell (1997) argued that "street culture" outside of school can influence the attitudes and behaviours of Black boys, inhibiting their drive to succeed in education. Some Black boys may choose to perform poorly to avoid being seen as "acting white" or "selling out" to the dominant culture.
Conclusion
Cultural factors play a complex role in shaping ethnic differences in educational attainment. Parents' expectations, cultural capital, language barriers, school subcultures, and perceptions of masculinity all contribute to the educational experiences and outcomes of students from different ethnic backgrounds. By understanding these factors, educators can develop more inclusive and equitable learning environments that support the success of all students.
Cultural Factors and Ethnic Differences in Educational Attainment
This essay will explore the complex ways in which cultural factors contribute to the differing levels of educational attainment observed among various ethnic groups. While socio-economic factors undoubtedly play a significant role, it is crucial to acknowledge the influence of cultural norms, values, and attitudes on educational outcomes.
Parental Attitudes and Aspirations
Cultural variations in parental attitudes and aspirations towards education can significantly impact student achievement. Studies by Archer and Francis (2007) have highlighted the high aspirations of Chinese parents, who often prioritize education and view academic success as paramount. This emphasis on education, exemplified by the concept of "Chinese Tiger Parents" as described by Chua (2014), can create a highly supportive and demanding learning environment that fosters high achievement among Chinese students.
Conversely, research by Strand has noted differing attitudes among white British pupils and their families compared to some minority ethnic groups. This suggests that cultural norms surrounding education can vary significantly, with some cultures placing less emphasis on academic achievement.
Cultural Capital and Language Barriers
The concept of cultural capital, as developed by Bourdieu, is also relevant when examining ethnic differences in education. Vincent (2013) found that black middle-class parents possessed high aspirations and cultural capital. However, they often had to combat teachers' low expectations of their children, highlighting the challenges faced by minority groups in navigating a system that may not fully value their cultural background.
Additionally, language barriers can pose significant obstacles for students whose first language is not English. Difficulties in understanding instruction and expressing themselves academically can hinder their progress and contribute to achievement gaps.
School Subcultures and Identity Formation
The formation of school subcultures can also influence educational outcomes. Mac an Ghaill's research on subcultures like "rastaheads," "warriors," and "black sisters" highlights how students' identities and perceptions of success can be shaped by their cultural background and experiences within the school environment. Similarly, Mirza's work on black girls and Archer's study of Muslim boys demonstrate how cultural factors intersect with gender to influence students' educational pathways.
Cultural Stereotypes and Masculinity
Cultural stereotypes can also negatively impact educational attainment. Sewell (1997) argues that the notion of "street culture" and its association with black masculinity can discourage academic engagement. This view is reinforced by Adolph Cameron, head of the Jamaican Teachers' Association, who suggests that black schoolboys may underperform to avoid undermining their perceived masculinity. These examples illustrate how cultural expectations and social pressures can contribute to underachievement among certain groups.
Conclusion
In conclusion, cultural factors play a multifaceted and influential role in shaping ethnic differences in educational attainment. Parental expectations, language barriers, cultural capital, school subcultures, and the influence of cultural stereotypes all contribute to the complex tapestry of educational outcomes observed among different ethnic groups. Addressing these cultural influences is crucial for creating a more equitable education system that empowers all students to reach their full potential, regardless of their ethnic background.
Free Mark Scheme Extracts
AO1: Knowledge and Understanding
Candidates may refer to:
- Aspirations of Chinese parents; Archer and Francis, 2007
- Chinese Tiger Parents strongly encourage high educational attainment of their children; Chua (2014)
- Attitudes of white British pupils and their families compared to members of minority ethnic groups; Strand
- Language barriers where English is not the pupils’ first language.
- Street culture out of school and black masculinity inhibiting drive to success in education; Sewell, 1997
- Black schoolboys can choose to perform poorly to avoid undermining their masculinity; Adolph Cameron, head of the Jamaican Teachers’ Association 2011
- Attitudes of black middle class parents – high aspirations, high cultural capital but needed to fight teachers’ low expectations of black pupils; Vincent (2013)
- Studies related to school subcultures (must have focus on culture) e.g. Mac an Ghaill (rastaheads, warriors, black sisters); Mirza (black girls); Archer (Muslim boys)
- Other reasonable response
AO2: Application
The selected knowledge should be directly related to the specific question - ways in which cultural factors influence ethnic differences in educational attainment.