One internal factor is media, which plays a big role in demonising the black Caribbean EM into folk devils, Wright said that racism happens in school because of the media which gives negative labels to students and creates stereotypes, and however she also said that some teachers have stereotypes but choose not to bring it in to the class room.
However, both Driver and Ballard and also Modood found that Asian and white students had a similar level of language development by the age of 16 with it only being a temporary disadvantage for Indian pupils.
Whilst others have commented on how uniform and dress requirements with arrangements for PE and games also potentially undermining the confidence of ethnic minority students for example, Muslim girls expected to wear skirts which goes against their cultural and religious expectations.
There are also a number of internal factors for ethnic differences in educational achievement. Another factor is Language which has also been examined as an indicator for differences in ethnic minority achievement. To conclude, despite these concerns about racism within schools, I and C still outperform every other group despite being taught the same curriculum and being subject to the same school rules etc.
Whereas in contrast, I and C parents will be able to use their cultural, material and social capital to assist their children at home but also with negotiating the school system to their advantage.
Additionally it must be noted that when looking at educational outcomes of students, ethnicity cannot be considered in isolation, social class and gender also need to be taken in account — with research showing that social class has 5 times the impact than any other factor on educational achievement.
There are both external and internal factors to explain ethnic differences in educational achievement. For many EM students, English is a second language and their difficulties in communicating may be viewed as a lack of ability by teachers.
Sociological research has challenged the view that ethnic differences in achievement reflect innate differences of intelligence and ability; this has become a view that very few sociologists now put forward.
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