The fifth‐year examination achievements of black young people in England and Wales

Drew, David; Gray, John

doi:10.1080/0013188900320203

Cited by 43 publications

(22 citation statements)

References 4 publications

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“…Use could be made of local education authority reports (e.g. Inner London Education Audiority, 1988) or reports by die Commission for Racial Equality (1985); and the Downloaded by [York University Libraries] at 02:12 05 January 2015 underachievement of some ethnic minority groups in public examinations in relation to their numbers in the population (see for example Drew & Gray, 1990).…”

Section: Coursesmentioning

confidence: 99%

Preparing Teachers for Science in Multicultural Schools: a survey of practice in initial teacher education

Turner¹,

Turner²

1993

Research in Science & Technological Education

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Section: Coursesmentioning

confidence: 99%

Preparing Teachers for Science in Multicultural Schools: a survey of practice in initial teacher education

Turner¹,

Turner²

1993

Research in Science & Technological Education

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“…This benchmark largely reflects its past use as a means of entry to the professions and higher education, where it has usually been the cut-off point for acceptance (see Drew et al, 1992). British work on minority ethnic educational attainment to date has often been limited by the difficulty of controlling adequately for social background because of the small number of minority ethnic pupils in available datasets (see for example Drew and Gray, 1990;Drew, 1995;Demack et al, 2000). This article goes some way towards addressing these limitations by drawing on a combined dataset of the Youth Cohort Study surveys from 1991 to 2000.…”

Section: Introductionmentioning

confidence: 99%

“…How the effect of social class will vary by ethnicity is less clear. Little British work on black and minority ethnic educational attainment to date has been able to control adequately for social background due to the small numbers of minority ethnic students in nationally representative datasets (see for example Drew and Gray, 1990;Drew, 1995;Demack et al, 2000;Owen et al, 2000). Some black and minority ethnic groups are heavily concentrated towards the bottom of the class structure; it might therefore be expected that many of the inequalities in performance can be explained by the differential distributions of the major ethnic groups across the occupational framework.…”

Section: Introductionmentioning

confidence: 99%

Can achievement differentials be explained by social class alone?

Rothon

2007

Ethnicities

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This article assesses the importance of social class in explaining differentials in the educational achievements of minority ethnic pupils in England and Wales. It is found to be a key factor for all groups. The analysis finds significant differences between ethnic groups even when pupils from the same social class background are compared. When disparities within ethnic groups are examined, however, it is found that the effect of moving one place down the social class structure is similar for all ethnicities. This leads to the conclusion that social class operates in a similar way for all ethnic groups without a specifically 'ethnic effect' that mitigates its impact in certain groups.

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“…Similar patterns of change have been recorded between the classes (Halsey et al, 1980) and for ethnic minorities (Drew & Gray, 1990 [1]. At a particular level, a group may initially 'underachieve' relative to a modal reference group (the middle class, boys, whites), but then begins to equal its position or even overtake it.…”

Section: The 'Girl Problem' and Equal Opportunitiesmentioning

confidence: 60%

Back to the Future: the problem of change and the possibilities of advance in the sociology of education

Moore

1996

British Journal of Sociology of Education

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With reference to the 'meritocratic' and 'equal opportunities' (EO) paradigms, the paper discusses the problem of explaining the relationship between changing differentials in educational attainment and changes in social opportunities more generally. It is argued that, for the former, progressive changes expected to follow from social democratic educational reforms failed to occur and, for the latter, unanticipated improvements in the relative attainments of girls and blacks have occurred. In both cases, the paradigms fail to provide systematically-convincing explanations of these events. Essentially, there is a conflict between accounts of the ideological positioning of categories of pupils within education and their positions within the system of relative attainment. It is argued that this situation relates to the manner in which the sociology of education in Britain has been, to a significant degree, relocated within the educational field through its association with teacher training and functions more as a sociology for education than as a sociology of education.

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The fifth‐year examination achievements of black young people in England and Wales

Cited by 43 publications

References 4 publications

Preparing Teachers for Science in Multicultural Schools: a survey of practice in initial teacher education

Preparing Teachers for Science in Multicultural Schools: a survey of practice in initial teacher education

Can achievement differentials be explained by social class alone?

Back to the Future: the problem of change and the possibilities of advance in the sociology of education

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