Ethnicity, Gender, Deprivation and Low Educational Attainment in England: Political Arithmetic, Ideological Stances and the Deficient Society

Autor/in	Parsons, Carl
Titel	Ethnicity, Gender, Deprivation and Low Educational Attainment in England: Political Arithmetic, Ideological Stances and the Deficient Society
Quelle	In: Education, Citizenship and Social Justice, 11 (2016) 2, S.160-183 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197916648282
Schlagwörter	Foreign Countries; Educational Attainment; Poverty; Statistical Data; Ethnicity; Gender Differences; Correlation; Minority Groups; Low Income; Social Influences; Economic Factors; Neoliberalism; Educational Environment; Educational Practices; Low Achievement; Educational Policy; Trend Analysis; Social Differences; Achievement Gap; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsabschluss; Bildungsgut; Armut; Ethnizität; Geschlechterkonflikt; Korrelation; Ethnische Minderheit; Niedriglohn; Sozialer Einfluss; Ökonomischer Faktor; Neo-liberalism; Neoliberalismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Unterdurchschnittliche Leistung; Politics of education; Bildungspolitik; Trendanalyse; Sozialer Unterschied; Statistische Analyse
Abstract	Attainment data on England's school pupils are more extensive in coverage, detail, quantity, accessibility and of higher quality than monitoring statistics routinely available in other European countries. These data facilitate investigation of low attainment in England's schools and its relationship to ethnicity, gender and poverty. This article reviews longitudinal sample studies and extends this with simpler presentations of England's national attainment statistics for education over 5 years up to 2014. The analyses show recurrent correlations of low attainment with specific ethnic minority groups, with gender and most strongly with low-income sections of society. There is a strong case, from these data and other research, that these inequalities are rooted in social and economic factors "outside the school," created and sustained by neoliberal economic practices and elitist structures. It is argued that reducing the proportion of children growing up in poverty will have a bigger impact on raising average attainment levels than focusing on in-school factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01