Evaluate the view that ethnicity is the most important influence oneducational attainment.Indicative contentIn support AgainstPoints  Attainment varies byethnicity, both relatedto and independent ofclass. Material factors varywith ethnicity,especially groupsexperiencing householdand communitymaterial deprivationand links to attainment. Cultural factors varywith ethnicity – culturalcapital, schoolknowledge andethnocentriccurriculum. Teacher negativestereotypes of pupilsoften linked to ethnicity.Labelling, streaming,discipline, exclusions. Ethnic subculturesinfluencing motivationand attainment. Teachers may havedifferent expectationsof gender withindifferent ethnic groups. Girls’ disadvantageshave been easier toaddress successfullywith social policy. Pupils’ self-image andaspirations linked totheir ethnicity andaffects impact of classand gender. Evidence of class beingthe dominant factor ineducational inequality. Ethnic inequalities oftenonly significantbecause of lower classcontext. Class differences moreentrenched incapitalism. Varies according tonational context; someplaces girls excludedfrom educationwhatever ethnicity,private school can betoo expensive whateverethnicity, etc. Meritocratic argumentthat attainment mainlydue to Intelligence andeffort. Structuralist views thatlimits on attainment setby needs ofsociety/economyirrespective ofindividual identities.269699/32 Cambridge International AS & A Level – Mark SchemePUBLISHEDMay/June 2022© UCLES 2022 Page 11 of 14Question Answer Marks4 In support AgainstResearchevidenceBourdieuGillborn and YoudellMorley and LussierMac an GhaillMirzaConnollyShain,Modood,SewellArcherReidJamalJacksonBallReayBoalerAdditionalconceptsMaterial deprivationCultural deprivationCultural capitalHabitusInstitutional racismEthnocentrismPatriarchyCounter school subcultureCapitalismClass conflictIdeologySocial mobilityAttainment gapMeritocracyThe above content is indicative and other relevant approaches to thequestion should be rewarded appropriately.Use the levels of response marking grids at the end of the mark scheme toassess Question 4.9699/32 Cambridge International AS & A Level – Mark SchemePUBLISHEDMay/June 2022© UCLES 2022 Page 12 of 14Levels of response for Question 4The maximum mark for Question 4 is 26.Examiners should award up to 10 marks for AO1, up to 6 marks for AO2, and up to 10 marks for AO3.Level AO1: Knowledge and Understanding Marks5  Very good knowledge and understanding of the view that ethnicity is themost important influence on educational attainment. The response contains a wide range of detailed points with very gooduse of concepts and theory or research evidence.

To evaluate the view that ethnicity is the most important influence on educational attainment, we need to consider both supporting and opposing arguments, as well as relevant research evidence and concepts.

In Support:

1. Attainment Varies by Ethnicity:

   • Educational attainment can vary significantly among different ethnic groups. This variation can be related to class but also exists independently of it.

2. Material Factors:

   • Material deprivation is often linked to ethnicity. Certain ethnic groups may experience higher levels of household and community material deprivation, which can negatively impact educational attainment.

3. Cultural Factors:

   • Cultural capital, school knowledge, and the ethnocentric curriculum can vary with ethnicity. Some ethnic groups may have cultural practices or values that align more closely with the school system, while others may not.

4. Teacher Stereotypes:

   • Teachers may hold negative stereotypes about pupils based on their ethnicity. This can lead to labelling, streaming, discipline issues, and exclusions, all of which can affect educational outcomes.

5. Ethnic Subcultures:

   • Ethnic subcultures can influence motivation and attainment. For example, some subcultures may place a high value on education, while others may not.

6. Gender Expectations:

   • Teachers may have different expectations of gender within different ethnic groups, which can influence educational attainment.

7. Social Policy:

   • Social policies have been more successful in addressing the disadvantages faced by girls, which may not be the case for ethnic minorities.

8. Self-Image and Aspirations:

   • Pupils' self-image and aspirations, which are often linked to their ethnicity, can affect the impact of class and gender on educational attainment.

Against:

1. Class as Dominant Factor:

   • There is evidence to suggest that class is the dominant factor in educational inequality. Ethnic inequalities may only be significant because they are often associated with lower class contexts.

2. Entrenched Class Differences:

   • Class differences are more entrenched in capitalist societies, making them a more significant factor in educational attainment.

3. National Context:

   • The influence of ethnicity on educational attainment can vary according to the national context. For example, in some countries, girls may be excluded from education regardless of their ethnicity, or private schooling may be too expensive for all ethnic groups.

4. Meritocratic Argument:

   • The meritocratic view argues that educational attainment is mainly due to intelligence and effort, rather than ethnicity.

5. Structuralist Views:

   • Structuralist perspectives suggest that limits on educational attainment are set by the needs of society and the economy, irrespective of individual identities such as ethnicity.

Research Evidence:

• Bourdieu: Cultural capital and habitus.
• Gillborn and Youdell: Institutional racism and ethnocentrism.
• Morley and Lussier: Material deprivation.
• Mac an Ghaill: Ethnic subcultures.
• Mirza: Teacher expectations and stereotypes.
• Connolly: Gender and ethnicity.
• Shain, Modood, Sewell, Archer: Various aspects of ethnicity and education.
• Reid, Jamal, Jackson, Ball, Reay, Boaler: Additional research on class, gender, and educational attainment.

Additional Concepts:

• Material deprivation
• Cultural deprivation
• Cultural capital
• Habitus
• Institutional racism
• Ethnocentrism
• Patriarchy
• Counter school subculture
• Capitalism
• Class conflict
• Ideology
• Social mobility
• Attainment gap
• Meritocracy

In conclusion, while ethnicity is a significant factor influencing educational attainment, it is not the only one. Class, gender, and national context also play crucial roles. The interplay between these factors must be considered to fully understand educational inequalities.