MINORITY ETHNIC PUPILS' EXPERIENCES OF SCHOOL IN SCOTLAND (MEPESS)
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RESEARCH TEAM
Rowena Arshad, Fernando Almeida Diniz,
Dr Elinor Kelly, Paul O'Hara,
Dr Stephen Sharp and Rana Syed
Assisted by Sulaima Elmi, Zee Sulleyman and Alan Bell
For the Scottish Executive Education Department 2004
Centre for Education for Racial Equality in Scotland (CERES)
Charteris 2.5, The Moray House School of Education,
The University of Edinburgh, Holyrood Road,
Edinburgh EH8 8AQ
Telephone 0131 651 6371; Fax 0131 651 6511;
E-mail ceres@ed.ac.uk; website www.education.ed.ac.uk/ceres
CONTENTS
ACKNOWLEDGEMENTS
ACRONYMS
GLOSSARY OF TERMS USED IN THIS REPORT
CHAPTER ONE: INTRODUCTION
1.1 Background and context
1.2 Aims and objectives
1.3 Methods
1.3.1 Data collection
1.3.2 Issues arising in relation to methodology
1.3.3 Limitations to methodology
1.4 Ethical considerations
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction2.2 Census 2001 - diversity in Scottish cities
2.3 The Scotland school census - diversity in Scottish schools
2.4 Mainly white schools
2.5 Key factors which promote or restrict inclusion - racism in schools
2.6 Institutional racism
2.7 Monitoring minority ethnic pupil educational attainment
2.8 Factors which affect minority ethnic pupils' achievement and attainment
2.9 Racial equality and special educational needs
2.10 The place of 'race' in SEN policy and research
2.11 The impact of race on institutional practice in SEN
2.12 Researching the experience of disabled children
2.13 Conclusions
CHAPTER THREE: EDUCATIONAL ATTAINMENT DATA
3.1 Educational attainment data
3.2 Data made available to MEPESS
3.2.1 Authority A
3.2.2 Authority B
3.2.3 Authority C
3.2.4 Authority D
3.3 Data presentation
3.3.1 Ethnicity and home language
3.3.2 5-14 levels
3.3.3 Standard Grade
3.4 Discussion
3.5 Conclusions
3.6 Recommendation
CHAPTER FOUR: QUESTIONNAIRE SURVEY OF TEACHERS
4.1 Introduction
4.2 Survey returns
4.3 Analysis of questionnaire responses
4.4 Conclusions
4.5 Recommendations
CHAPTER FIVE: DOCUMENTARY EVIDENCE
5.1 Introduction
5.2 The secondary sector
5.3 The primary sector
5.4 The special educational needs sector
5.5 Conclusions
5.6 Recommendations
CHAPTER SIX: TEACHER INTERVIEWS - Issues and findings
6.1 Introduction
6.2 School ethos and teacher attitudes
6.3 Aims and methodological issues
6.4 Analysing the methodological approach: strengths and weaknesses
6.5 Profile of interviewees
6.6 Themes emerging from the interviews
6.6.1 The dichotomy between visibility and invisibility
6.6.2 Putting race equality on the school agenda
6.6.3 Multicultural and anti-racist education
6.6.4 Terminology
6.6.5 Senior management and leadership
6.6.6 Bullying and racism
6.6.7 Working with bilingual learners
6.6.8 The importance of the English as an Additional Language Service
6.6.9 The 'exceptional' child
6.6.10 Staff development
6.6.11 Working with a multiracial staff group and setting
6.6.12 Multiple deprivation and discrimination
6.6.13 The value of personal experiences
6.6.14 It's not just about white racism
6.6.15 Home-school links
6.7 Conclusions
6.8 Recommendations
CHAPTER SEVEN: PUPIL PERSPECTIVES - Issues and findings
7.1 Introduction
7.2 The importance of listening to the voices of minority ethnic pupils
7.3 Aims and methodological issues
7.4 Profile of focus group and case study participants
7.5 Emerging themes from the focus groups and case study
7.6 Experience of social exclusion in Scottish schools and wider society
7.6.1 School as racially inclusive communities
7.6.2 Racist incidents
7.6.3 Ethnic identity
7.6.4 Bilingualism
7.6.5 Faith
7.7 Developing social inclusion in schools
7.7.1 Positive school ethos
7.7.2 Having good teachers
7.7.3 Pupil suggestions for improving school practice
7.8 Citizenship and anti-racism
7.9 A minority ethnic young disabled person's experience and aspirations
7.9.1 Case study of Q
7.9.2 Identity
7.9.3 Educational success or alienation
7.9.4 Transition to adult life
7.9.5 Racism
7.9.6 Home-school relations
7.10 Conclusions
7.11 Recommendations
CHAPTER EIGHT: FINDINGS FROM PARENT INTERVIEWS
8.1 Introduction
8.2 Aims and methodology
8.3 Themes emerging from the interviews
8.3.1 Contact between home and school
8.3.2 Relations between teachers and pupils
8.3.3 Relations between parents and children
8.3.4 Pupil peer relations and friendship patterns
8.3.5 Identity and self-perception
8.3.6 Valuing diversity, respect for individuals/communities
8.3.7 Expectation, motivation and achievement
8.3.8 Racist incidents and bullying
8.3.9 School ethos and leadership
8.3.10 Minority ethnic teachers, teacher training and professional development
8.3.11 Curriculum, subjects, resources and activities
8.3.12 Learning support, bilingualism and EAL
8.4 The views of parents of children with SEN
8.4.1 Background
8.4.2 Participation
8.4.3 Awareness of social inclusion and anti-racism discoursesHome-school linksSchool curriculum, ethos and leadership Access to specialist services
8.5 Conclusions
8.6 Recommendations
CHAPTER NINE: CONCLUSION - Key findings and recommendations
9.1 Key factors relating to ethnic diversity which promote or restrict inclusion
9.1.1 Teacher understanding of how best to take forward race equality
9.1.2 Teacher confidence on race equality matters
9.1.3 The need for a more ethnically diverse teaching workforce
9.1.4 Multiple identities, multiple discriminations
9.1.5 School links with minority ethnic parents
9.1.6 Racism
9.2 Experiences of minority ethnic pupils in terms of education attainment, participation in school activities, personal and social skills
9.2.1 Attainment levels
9.2.2 Participation in school activities, personal and social skills
9.3 Teacher and pupil perceptions of minority ethnic pupils' educational achievements, experiences and expectations
9.3.1 Teacher perceptions
9.3.2 Racist incidents in and outwith school
9.3.3 Staff racism
9.3.4 Pupil perceptions
9.4 Factors which affect minority ethnic pupils' achievement and attainment
9.5 Impact on minority ethnic pupils of different teaching and learning styles
9.6 Conclusion
REFERENCES
WEBSITE REFERENCES
APPENDICES:
Appendix 1 - SABRE - An Ethical Code for Researching 'Race', Racism and Anti-racism in Scotland
Appendix 2a - Ethnicity and Religious Affiliation in Scotland: National and Selected Regional Percentages
Appendix 2b - Scotland School Census 2002
Appendix 3 - List of 'Other' as cited by respondents to Q3 in Questionnaire
The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Executive or any other organisation(s) by which the author(s) is/are employed.
The Scottish Executive is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Executive commissioned the research but has not exercised editorial control over the report.
The Executive has not published this full report in hard copy, but a summary version has been published in the Insight series (ISSN 1478-6788 online) as Insight 16: Minority Ethnic Pupils' Experiences of School in Scotland (MEPESS).
Insight 16 is also available online at www.scotland.gov.uk/library5/education/ins16-00.asp with a limited print run available from the Dissemination Officer, Information, Analysis & Communication Division, Scottish Executive Education Department, Victoria Quay, Edinburgh, EH6 6QQ (telephone 0131-244-0316).
Both reports were published on 9 March 2005.