Papers on "Ethnic Minorities and Education in England" and similar term paper topics

Paper #103156 :: Ethnic Minorities and Education in England
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A discussion on whether or not there is discrimination against Black Caribbean school children in the UK.

Written in 2007; 9,615 words; 21 sources; APA; $ 196.95

Paper Summary:

This paper looks at the possible discrimination against Black Caribbean children as opposed to other ethnic minorities, in the British classroom. The author poses various questions, such as: "Why is the Black Caribbean boy picked on?", "Why at least did teachers feel they needed to "pick on" the Black child - and were they, in fact, conscious of what they were doing?", and then attempts to provide some answers through relevant studies that have been carried out in the UK.

From the Paper:

"Such contrasting scenes from the modern British classroom throw up a myriad number of questions and issues. Why is the Black Caribbean boy, in this example, picked on? Was it because the teacher was being genuinely discriminatory towards the child, or was it because Marcus was simply speaking out of turn, in contravention to the universal rule of the classroom? Why at least did teachers feel they needed to "pick on" the Black child - and were they, in fact, conscious of what they were doing? How is it that, while Black Caribbean children appear to be far more visible in the classroom their Chinese counterparts are not? Could difference between Black Caribbean pupils and Chinese simply be explained by reference to the kind of cultures from which they respectively come? Or is the image of the "aggressive" Black boy and the "passive" Chinese boy merely a distorted reflection of wider social and cultural discourses that have contributed to teachers expecting different things from their pupils even before they have entered the classroom? Whatever the reasons, which will be explored in greater depth in this dissertation, there seems little doubt, statistically-speaking, that nine years down the road, Black Caribbean pupils, such as Marcus, would in all likelihood perform the least well out of all ethnic minorities living in Britain today. Figures collated by the National Pupil Database, compiled in 2002, have reconfirmed what has always been the case with Black Caribbean pupils, namely that they are poor academic achievers (DfES 2003): the proportion of these pupils who obtained more than five A-C grades at GCSE stand at an abysmal 30 percent. Even if we were to add pupils of Black African heritage, who performed marginally better than the Pakistanis, who were placed in the third-worst performing category, we would still end up with Black pupils overall coming at the bottom end of the academic pile. By comparison, the performance of Chinese pupils shows a stark contrast: they outperform their black counterparts by more than double, with over 70 percent achieving grades of more than five A*-C GCSEs, making them the highest academic performers of any given ethnic group. Taken together with Indian pupils, who compose the second highest-performing ethnic grouping, results obtained by Chinese adolescents far outstripped those of white GCSE entrants who collectively managed to obtain approximately a 50 percent achievement-rate."

Tags: disruptive classmate attention cultures

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