Item A
Some sociologists claim that the curriculum taught in schools today prioritises some cultures over others. Research also suggests that teacher expectations can be based on stereotypes.
Teaching and learning in schools may affect the educational experiences of minority ethnic groups.Applying material from Item A, analyse two ways in which teaching and learning in schools may affect the educational experiences of minority ethnic groups.
AQA
A Level
2024
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Essay Outline: The Impact of Teaching and Learning on Minority Ethnic Groups
This essay will explore two ways in which teaching and learning in schools can affect the educational experiences of minority ethnic groups, drawing on sociological perspectives and Item A's suggestion that the curriculum and teacher expectations can be biased.
1. Ethnocentric Curriculum and its Impact
a) Evidence from Item A: Item A highlights the issue of the curriculum prioritizing certain cultures over others. This suggests an ethnocentric bias, where the dominant culture is presented as the norm, while other cultures are marginalized or misrepresented. b) Sociological Perspectives: * **Archer (2008):** Argues that the curriculum often fails to reflect the experiences and perspectives of minority ethnic groups, leading to a sense of alienation and lack of engagement. * **Fuller (2010):** Explains how a Eurocentric curriculum can perpetuate stereotypes and limit the opportunities for minority ethnic students to develop their own cultural identity. c) Analysis: An ethnocentric curriculum can have several negative consequences for minority ethnic students: * **Lack of Role Models:** The curriculum may not feature positive role models from minority ethnic groups, hindering students' aspirations and self-belief. * **Cultural Insensitivity:** The curriculum may present a narrow, distorted view of minority cultures, potentially leading to prejudice and misunderstanding. * **Academic Disadvantage:** Students may find it difficult to engage with a curriculum that does not resonate with their cultural background, leading to lower academic attainment.2. Teacher Expectations and Labelling
a) Evidence from Item A: Item A notes that teacher expectations can be influenced by stereotypes. This points to the potential for teacher labelling, where students are categorized based on their ethnicity rather than individual merit. b) Sociological Perspectives: * **Sewell (2000):** Argues that teachers' perceptions of "ideal pupils" are often based on white, middle-class norms, leading to negative labelling of minority ethnic students, particularly those from working-class backgrounds. * **Mirza (1992):** Focuses on the "racialised expectations" that teachers hold for Black students, often leading to lower expectations and limited opportunities for success. c) Analysis: Teacher labelling can have a significant impact on minority ethnic students: * **Self-fulfilling Prophecy:** Students may internalize negative labels and begin to perform accordingly, leading to a cycle of underachievement. * **Limited Access to Opportunities:** Teachers may be less likely to recommend minority ethnic students for challenging opportunities, such as gifted programs or higher-level courses, limiting their potential. * **Cultural Bias:** Teachers may unconsciously hold stereotypical views of minority ethnic groups, leading to unfair judgments and discriminatory treatment.Conclusion
In conclusion, the ethnocentric curriculum and teacher labelling are two significant ways in which teaching and learning in schools can affect the educational experiences of minority ethnic groups. While there are efforts to address these issues, such as introducing multicultural curricula and promoting anti-bias training for teachers, more needs to be done to ensure that all students have equal opportunities for success in education.
The Impact of Education on Minority Ethnic Groups
This essay will analyse two ways in which teaching and learning in schools may affect the educational experiences of minority ethnic groups. It will draw upon the idea that the curriculum can prioritise certain cultures whilst also exploring how teacher expectations can impact student outcomes.
The Curriculum and Cultural Representation
Item A highlights how some sociologists believe the curriculum prioritises certain cultures over others. This can be seen in the dominance of Western literature, history, and perspectives in many school curricula. This lack of representation of minority ethnic groups can have a significant impact on their educational experiences. For example, students from these backgrounds may feel their cultures and histories are not valued, leading to a sense of alienation and disengagement. This lack of representation can also affect their self-esteem and academic performance.
However, it is important to acknowledge that there have been efforts to diversify the curriculum. For instance, the inclusion of Black history month in some schools aims to address this imbalance. However, these efforts are often criticised for being tokenistic and not fully addressing the systemic lack of representation.
Teacher Expectations and Stereotyping
Item A also points to the impact of teacher expectations, which can often be based on stereotypes. For instance, research by Gillborn and Youdell (2000) found that Black Caribbean pupils were more likely to be disciplined for subjective infractions such as "disruptive behaviour", suggesting the presence of racialised expectations. This can lead to a self-fulfilling prophecy, where students internalise these negative labels and perform accordingly. On the other hand, positive stereotyping can also be detrimental. For example, Chinese students are often stereotyped as high achievers. While this may seem positive, it can place immense pressure on these students and lead to mental health issues.
It is important to note that teachers may not be consciously aware of their own biases. Unconscious bias training and critical reflection on teaching practices are essential to address this issue and create a more equitable learning environment.
Conclusion
Teaching and learning in schools can significantly impact the educational experiences of minority ethnic groups. The lack of representation in the curriculum and the influence of teacher expectations, both positive and negative, can have long-lasting effects on students' academic achievement, self-esteem, and sense of belonging. Addressing these issues requires a multifaceted approach, including curriculum reform, teacher training, and challenging systemic racism and bias within the education system.
Item A
Some sociologists claim that the curriculum taught in schools today prioritises some cultures over others. Research also suggests that teacher expectations can be based on stereotypes.
Teaching and learning in schools may affect the educational experiences of minority ethnic groups.Applying material from Item A, analyse two ways in which teaching and learning in schools may affect the educational experiences of minority ethnic groups.
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Assessment Criteria
Answers in the band will show good knowledge and understanding of relevant material on two ways in which teaching and learning in schools may affect the educational experience of minority ethnic groups.
There will be two developed applications of material from the Item, eg the ethnocentric curriculum fails to provide as many positive role models for children of Black, Asian and minority ethnic groups; teacher labelling of pupils from Chinese backgrounds may lead to high expectations and increased pressure to succeed.
There will be appropriate analysis / evaluation of the two effects, eg the extent to which teaching and learning in schools may affect the educational experiences of minority ethnic groups.
Answers in this band will show a basic to reasonable knowledge and understanding of one or two ways in which teaching and learning in schools may affect the educational experience of minority ethnic groups.
There will be some successful application of material from the Item, eg minority ethnic group pupils may develop a range of ways of coping with their teachers' expectations based on stereotypes of ethnicity.
There will be some analysis / evaluation.
Answers in this band will show limited knowledge and understanding of one or two ways in which teaching and learning in schools may affect the educational experience of minority ethnic groups.
There will be limited application of material from the Item. Some material may be at a tangent to the question, eg on educational experiences of the majority ethnic group.
There will be limited or no analysis/evaluation.
No relevant points.
Sources
Sources may include the following or other relevant ones: Archer; Driver; Evan; Fuller; Lupton; Mirza; Moynihan; Sewell; Wright.