sociologists for ethnic differences within education

Question 1

Tony Sewell (Cultural Deprivation / New Right-leaning)

Answer 1

Key Idea: Sewell argues that the lack of a father figure and tough love in many Black Caribbean families leads to boys being drawn to anti-school peer groups and ‘hyper-masculine’ identities.
AO3: Ignores the impact of institutional racism and blames Black boys and families rather than the system.

Question 2

Gillborn (Critical Race Theory / Marxist-influenced)

Answer 2

Key Idea: Schools are institutionally racist; marketisation and setting/streaming disadvantage Black pupils. Teachers’ expectations lead to negative stereotyping and labelling.
AO3: Overemphasises race and may underplay the influence of social class or gender.

Question 3

Archer (Interactionist)

Answer 3

Key Idea: Teachers construct dominant pupil identities (ideal, pathologised, demonised). Ethnic minority students, especially Asian and Black pupils, are often seen as “not fitting” the ideal pupil stereotype.
AO3: Focuses on subjective teacher views but lacks quantitative evidence for broader generalisation.

Question 4

Coard (Cultural Deprivation / Critical)

Answer 4

Key Idea: The ethnocentric curriculum devalues Black culture and history, presenting white culture as superior. This leads to low self-esteem and underachievement.
AO3: Some ethnic groups (e.g. Chinese and Indian) still succeed despite the ethnocentric curriculum.

Question 5

Mirza (femenist)

Answer 5

Key Idea: Studied ambitious Black girls who faced teacher racism. Teachers expressed well-meaning but patronising attitudes and had low expectations. The girls avoided these teachers, which limited their access to support.
AO3: Offers a nuanced view of how racism operates, but based on a small sample and can’t be generalised to all ethnic minorities.