Using material from item A and elsewhere assess the claim that ethnic differences in educational achievement are primarily the result of school factors.
It is not completely internal school factors that can affect different ethnicities level of achievement in education, external factors can have a large part to play in the achievement levels of ethnic minorities in education as well. In education studies have shown that Chinese students as well as Indian students are the highest achieving ethnic groups in education while black and Bangladeshi students are the lowest achieving students. In 2006, 73% of pupils Indian origin gained a 5 A* - C passes at GCSE, compared to 56% of White pupils and an even lower 47% of Black pupils, Item A agrees with this point.
Labelling is a large part of the internal factors that affects different ethnic groups’ achievement in education as some teachers label different ethnic students as less able or be less able to understand the teacher because they are of different ethnicity when in fact they can understand as well as a white student.
Ethnocentric Curriculum is also a large part of the internal factors that can have an affect on the success levels of the ethnic minorities in education as in schools they tend to teach subjects which are appealing to the white students over the black students. In history they tend to miss out teaching about black history in order to teach more appealing topics and in English, William Shakespeare and Charles Dickens are usually taught over black writers and this can cause the ethnic students to take less of a care to the subject, ending up in a lower success rate.
The internal factor of ‘institutional racism’ is a major factor which can cause the different ethnic groups to be less successful in education. There is evidence of ‘institutional racism’ in schools by the way that the schools take racism less seriously and often fail to deal with issues of racism which make the ethnic groups...
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