Social class and educational achievement statistics
Pupils from the lowest fifth of households by income are twice as likely to fail both English and Maths GCSE.
Sociological perspectives on the role and functions of education in society; the significance of in-school processes such as teacher labelling and subcultures for pupil identities; explanations for differences in educational achievement by social class, gender and ethnicity; the impact of education policies of marketization, selection and privatisation, and the globalization of education
Pupils from the lowest fifth of households by income are twice as likely to fail both English and Maths GCSE.
Gypsy, Roma and Traveller (GRT) children underachieve significantly compared to students from all other ethnic backgrounds (source for graphic below):
This classic ethnographic study suggests that teacher stereotypes and labelling have a negative impact on Asian and Black Caribbean students in primary schools
Some education polices such as prevent seem to be racist, and most ethnic minority students would agree!
2019 statistics show a decline in the number of households in material deprivation
a look at how GCSE, A-level and degree results vary by ethnic group in England and Wales.
Changes in women’s employment, family life, ambitions, socialisation and the impact of feminism all explain the gender gap in education
most schools repackage British Values and teach them through what they are already teaching, very few use them to get students to think critically about what citizenship means!
The evidence suggests that if you’re white and middle class you’ll do OK out of A-levels being cancelled, not so if you’re BAME or poor.