Question 1: Define the term 'differential achievement' in the context of education.

Answer: Differential achievement refers to the differences in academic performance and success among different groups of students, often influenced by factors such as class, gender, or ethnicity.

Question 2: Explain one way in which a student's socio-economic background might affect their school achievement.

Answer: Students from wealthier backgrounds may have access to more resources, support at home, and extracurricular activities, which can improve their school performance compared to students from less wealthy backgrounds.

Question 3: Describe how gender stereotypes might influence the subject choices of boys and girls in secondary school.

Answer: Gender stereotypes can lead boys and girls to believe certain subjects are more suitable for their gender, such as girls being encouraged to choose humanities and boys to choose sciences, which can affect their future career options.

Question 4: Identify and briefly explain two factors that might contribute to ethnic differences in achievement at school.

Answer: One factor is language barriers, which can hinder students from non-English speaking backgrounds. Another factor is experiences of discrimination or stereotyping, which can negatively affect students' confidence and motivation.

Question 5: Discuss how the idea of 'selection and marketization' might contribute to differential achievement among students.

Answer: Selection and marketization policies can lead to schools favoring certain groups of students, such as those from higher socio-economic backgrounds, which can widen achievement gaps by providing better resources and opportunities for some students over others.

Question 6: Sketch a simple diagram that shows how social class might influence educational achievement. Label the different parts of your diagram.

Answer: The diagram should depict social class at the top, leading to access to resources, quality of schooling, and support, which then influence levels of achievement. Labels should include 'Upper class', 'Middle class', 'Working class', and arrows showing influence on achievement.

Question 7: Explain how teachers' expectations can affect students' achievement, giving an example related to gender or ethnicity.

Answer: Teachers' expectations can influence how they interact with students. For example, if a teacher expects boys to perform better in maths, they might unconsciously give more attention or encouragement to boys, which can impact actual achievement.

Question 8: Identify one way schools attempt to reduce the gap in achievement between different social groups.

Answer: Schools may provide additional support such as tutoring, mentoring, or targeted funding for disadvantaged students to help close the achievement gap.

Question 9: Draw a flowchart illustrating the relationship between ethnicity, teacher expectations, and student achievement.

Answer: The flowchart should start with 'Student ethnicity', leading to 'Teacher expectations', which then influences 'Student achievement'. Arrows should show the direction of influence, with labels explaining each step.