Sociology · May / June 2016 · Paper 23 · Question 2

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Some social groups do better than others in education. Some sociologists believe one reason for this is the ethnocentric nature of schools. Home factors are also thought to be influential in determining how successful an individual may be.

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2(a)[2]
What is meant by the term ‘ethnocentric’ [2]
Seeing other cultures from your own point of view so that other cultures are devalued and seen to be lesser. One mark for partial definition, e.g. biased. Two marks for clear definition, e.g. The idea that education doesn’t include all cultural viewpoints equally and sees things from one cultures point of view.
2(b)[4]
Describe two patterns in educational achievement. [4]
EDUCATIONAL ACHIEVEMENT – how well individuals do in the school system, usually measured by exam results. Candidates will describe two different patterns. Possible answers:
Girls in most developed countries achieve better qualifications than boys;
Ethnic minority groups tend to do less well in education than the majority group;
Pupils in the lower social classes tend to do worse than pupils in the higher social classes;
Young people suffering from poverty do not typically do as well as those not in poverty in the examination system;
In some developing countries opportunities for educational achievement are given more to boys than to girls;
Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two).
2(c)[6]
Explain how positive discrimination can be used in the education system. [6]
Candidates should show an understanding of what is meant by the term ‘positive discrimination’ and how it can be used within the education system. Candidates may discuss initiatives by Governments to tackle disadvantage (i.e. financial support) or schemes run by schools to target the under-achievement of certain groups of students. POSITIVE DISCRIMINATION – giving disadvantaged groups better treatment than others in an attempt to make up for their disadvantage. Possible answers:
In relation to gender – lots of schools introduced schemes to encourage girls to aim higher in order to improve their exam performance. This was often linked to science, technology, engineering and maths courses and might involve, for example, more access for girls than boys to equipment;
In relation to gender – single sex lessons have been used to promote the achievement of girls or boys, often with specialist, expert staffing;
In relation to ethnicity – ethnic minorities can be offered financial incentives in order to encourage them to do well and to aim higher in education;
In relation to social class – Universities have been made to increase their offers of places to state school pupils and those from disadvantaged backgrounds which has effectively resulted in lower grades being required from these students than from those privately educated;
In relation to poverty – In India places are saved for those of the lowest castes in educational institutions at all levels;
In China there is positive discrimination in education for minority nationalities. This may equate to lowering minimum requirements for the National University Entrance Examination. Financial incentives are also on offer;
Positive action provision in schools i.e. treating disabled pupils more favourably than others;
The Pupil Premium in the UK is available to support and provide intervention and motivational schemes for disadvantaged/deprived pupils;
Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how positive discrimination can be used in the education system. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘where some pupils are treated better than others.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how positive discrimination can be used in the education system. Sociological terms and concepts should be expected. Candidates may discuss e.g. ‘positive discrimination was introduced for disadvantaged students in education such as ethnic minorities and the poor to try and increase their levels of educational success. This was done both through policies in schools to target these pupils specifically and by Government initiatives and financial incentives etc.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail.
2(d)[8]
Explain why some minority ethnic groups do less well in education than others. [8]
Candidates should show understanding of the various reasons why some ethnic groups do less well in education than others. Expect an accurate identification of the ethnic groups being discussed. Possible reasons:
Ethnicity is closely linked to social class. In the UK Afro-Caribbean students who typically do not do well in education are often working class;
Ethnicity is also closely linked to gender and for some girls with Asian backgrounds they are socialised into traditional gender roles which may then limit their educational aspirations and achievements;
Issues of prejudice and discrimination still exist in society and this may lead to ethnic minority student rebellion and the formation of anti-school subcultures;
Teacher attitudes towards ethnic minority students may be stereotypical leading to them having lower expectations of these students than the minority group;
Ethnic minority students are more likely to be found in the lower sets and streams;
Hidden curriculum as it relates to ethnicity i.e. teacher labelling and the self fulfilling prophecy;
An ethnocentric curriculum may be unappealing and de-motivating for ethnic minority students;
Cultural differences – the values of home may clash with the values of education and lead to less success i.e. religious/dress/language factors;
Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some ethnic groups may do less well in education than others. Candidates may not know which ethnic minority groups do not do well and so talk very generally. Responses may be short and undeveloped. e.g. ‘racism’ without justification. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some ethnic groups may do less well in education than others. Responses may be underdeveloped and lacking in range. Answers may concentrate on just school factors such as ‘ethnic minority students are often in lower sets’ or just home factors such as ‘some Asian families may not value education for girls’ and so be a little narrow. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some ethnic groups do less well in education than others and will be well developed and explained, e.g. ‘Ethnicity may not be the only reason to explain why some ethnic groups do less well than others. Ethnic minority groups are often found in the lower social classes and therefore material factors such as overcrowding, lack of resources, having to work part-time etc. are all relevant’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout.
2(e)[15]
To what extent does material deprivation determine the educational achievement of students from different social classes? [15]
Candidates should show an awareness of how material deprivation can determine the educational achievement of students from different social classes. The against arguments may consider how cultural factors are also important and/or the role of the teacher in determining educational achievement. Possible answers: For
Not having a quiet place to work because the home is small or over-crowded;
Inadequate diet can be argued to lead to problems of concentration and tiredness;
Private schooling (typically available to those in the higher social classes) leads to better educational qualifications and achievement than state education;
Being unable to afford extra-curricular activities, trips, tutors and revision materials may lead to lower educational achievement;
Having to work part-time as a student means there will be less time available for study which may negatively affect educational achievement;
Coming from a family that is not able to financially support a child through Higher education may limit the child’s educational aspirations;
Students in the lower social classes typically attend poorer and less successful schools;
Other reasonable response. Against
Cultural deprivation – some parts of the attitude and values of the home prevent some children from achieving well in education;
Immediate gratification (rather than deferred) means the long-term gains of staying in education cannot be seen;
For boys, a liking for thrill seeking behaviour and excitement may get them into trouble;
Parents may have had negative experiences of education themselves and so may not value it which will be passed onto their children;
A lack of successful role models in the community and the home may limit educational achievement;
Cultural capital – Not being brought up around books, literature, theatre etc. may be detrimental to educational achievement;
Schools are often referred to as middle class institutions which are alienating and unwelcoming for lower class students;
Speech codes are typically different for different social classes meaning that the higher classes find it easier to engage with, understand and use the elaborate codes found in education and examinations;
Labelling theory – teacher labelling (either positive or negative) may be more influential than material deprivation in terms of affecting educational achievement i.e. through the self-fulfilling prophecy;
Peer group pressure – it may be the peer group that determines educational success – either negatively or positively;
Setting and streaming – the set or stream a student is placed into may be the crucial factor in determining educational success;
Many policies and strategies are now in place to counter the effects of poverty on educational achievement today i.e. scholarships/bursaries etc.;
Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense showing limited knowledge of how/why material factors may determine educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘Having money means you can buy an education’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. material deprivation is about how a lack of money prevents some children from achieving well in education, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of how/why material factors may determine educational achievement. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. Answers may list material factors. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. For example, ‘if your parents don’t have much money they will live in a small house so you won’t have a quiet place to study and so won’t do well in school’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of how/why material factors may determine educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that e.g. ‘although material factors such as living in a poorly heated and overcrowded house are obviously important in determining educational achievement, cultural factors such as immediate gratification and not valuing education will also be important’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of how/why material factors may determine educational achievement. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether material deprivation determines educational achievement, citing some of the examples given. Section C: Crime, deviance and social control

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