The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-10e

Bibliographic reference :
Gillborn, D., & Mirza, H. S. (2000). Educational Inequality: Mapping Race, Class and Gender. A Synthesis of Research Evidence. London, England: Office for Standards in Education.

Abstract :

In this report, the authors provide a synthesis of research projects (1988-1995) conducted on educational inequalities in the United Kingdom with data supplied by the Department for Education and Employment and the Youth Cohort Study of England and Wales. They try to determine what part ethnic origin plays in educational inequalities compared to the effect of social status and gender.

Ethnicity
Six ethnic groups are considered. The authors review the rate of these students’ academic achievement based on region, which was measured by the level of attainment at the end of compulsory schooling. They conclude that all minority groups obtained the highest achievement rate in at least one region,  although white pupils are those who obtained the highest rate of achievement in most regions. These results might be promising, but they are reminiscent of an inequality problem persistent among ethnic minority students.

At the national level, there was an increase in the academic achievement rate during the 90s in all ethnic groups. However, there are some differences; although the gap in academic achievement rates narrowed between the majority group and the other ethnic groups during particular years, a long-term view paints a different picture. In fact, white and Indian students were the only groups to improved their achievement rates over several consecutive years, thus maintaining the gap between them and the other groups. Moreover, the situation of black students showed a considerable deterioration from early elementary school until the end of high school. Inequalities of achievement between this group and white students kept increasing over schooling years.

Social Status
According to this analysis, the achievement gap between privileged and underprivileged social classes has grown since the 80s. There is an noticeable correlation between social status and academic achievement within all ethnic groups. In general, students from families with higher education have higher achievement levels than their peers of the same ethnic origin but from working class families. Data suggests that ethnic inequalities remain even when the influence of social class is controlled. Therefore, the influence of social class is no more important than that of ethnic origin.

Gender Gap
The achievement gap between male and female students also widened. However, the authors indicate that although this gap was real, it was not as significant as that created by ethnic origin and social status. Comparison of students of the same gender but from different ethnic origins reveals that inequalities of ethnic origin persist.

This synthesis emphasizes the fact that ethnic origin is the most determining factor. In conclusion, the authors stress the importance of developing inclusive strategies.

For more information, see files CS-ISC-05 and CS-ISC-16.

Links :
http://www.ofsted.gov.uk/

Key Words :
Ethnic Origin, Social Inequalities, Gender, Underprivileged Environments, Youth Cohort Study of England and Wales, Research Synthesis, Elementary, Primary, Secondary/High School