Transcript A study of the educational experiences and achievements of

A STUDY OF THE EDUCATIONAL
EXPERIENCES AND ACHIEVEMENTS OF
GHANAIANS IN UK
Linda Akomaning
1st Year PhD Student
FHSCE
OUTLINE OF PRESENTATION
Introduction
Gap in knowledge
Purpose of study
Research questions
Ghanaians in UK
Educational inequality
Achievement of Black Ethnic Minorities – The facts
Policies
Methodology
Ethical considerations
INTRODUCTION
In recent years considerable attention has been devoted to the issue of Black and
Caribbean underachievement in British schools.
However, despite much academic debate and policy makers’ concern about
underachievement in schools, the needs of Black Caribbean and African pupils
have not been addressed in the education system and have largely been
neglected.
The biggest obstacles to raising Caribbean and African achievement are the
colour blind approach, which has put the group at a disadvantage, and the
failure of the National Curriculum to adequately reflect the needs of a diverse,
multi ethnic society. (Macpherson, 1999; Gillborn, 2002 cited in Demie 2005).
GAP IN KNOWLEDGE
A number of researchers have investigated into access to education
and achievement of Ethnic Minority children in England. For
instance Gillborn and Mirza in 2000 reported on Educational
Inequality; Mapping race, class and gender.
Sally Tomlinson (1997) focused on Diversity, Choice and
Ethnicity: The effects of educational markets on ethnic minorities.
Whereas Demie, F. Lewis, K. and McLean, C. (2008) looked into
Raising the Achievement of Somali Pupils Good Practice in
London Schools.
GAP IN KNOWLEDGE
However, there is little work that has specifically investigated
the achievement of children from Ghanaian Ethnic Minority
backgrounds.
PURPOSE AND FOCUS OF THE STUDY
Thus the aims of this study are to examine how children of
Ghanaian origin are accessing the educational system in England;
 What factors affect their levels of attainments in schools and how
these are interpreted and explained by different theories;
How this is impacting on their levels of attainments in schools and
what changes might be necessary in order to improve the attainment
and inclusion in schools of Ghanaian heritage school children in UK.
RESEARCH QUESTIONS
The study is therefore guided by the following research questions:
 Why are most Ghanaians under-achieving in Schools?
 What support systems are given to underachieving Ghanaians
and their families?
 What are teachers’, pupils’and parents’views regarding how the
English curriculum promotes ethnic equality in schools?
 What are pupils’ views regarding on how they and schools can
improve their attainment levels?
 What are policy makers’ views regarding this?
GHANAIANS IN UK
 Ghanaian migration to the UK
started in the late 1950s and
1960s.
 The Ghana high commission in London states that there are about
1.5 million registered Ghanaians living in the UK with about
850,000 living in London (International Organisation for
Migration 2009).
 2011 census ranked Ghanaians fifth in the largest Black African
groups born outside Britain and living in London (Office of
national statistics 2013).
EDUCATIONAL INEQUALITY
One of the most common phrases in today’s education literature is the
achievement gap. The term produces more than 11 million citations on
google. Achievement gap, much like certain popular music stars, has
become a crossover hit. It has made its way through common parlance and
everyday usage. The term is invoked by people on both ends of the political
spectrum, and few argue over its meaning or its import’ (Ladson- Billings
cited in Gillborn 2008 p: 44).
Children enter the school system from different backgrounds, have different
experiences of education, and leave with very different results. Children
from the poorest and most disadvantaged homes are most likely to attend
the lowest performing schools and to achieve the poorest academic
outcomes (BERA 2010).
EDUCATIONAL INEQUALITY
The problem of race and equality is not only prevalent in primary and
secondary schools but it is also evident at the higher levels of education.
A report by the National Union of Students on the experiences of Black
students in further and higher education showed that Black students were
less likely to be satisfied with their educational experiences and were less
likely to get first-class compared to their white peers (NUS 2009).
The report further stated that being from a minority ethnic group was still
found to have a statistically significant and negative effect on degree
attainment.’ (Equality Challenge Unit: cited in NUS 2009).
ACHIEVEMENTS OF ETHNIC BLACK
MINORITIES- THE FACTS
Due to limited data there is little research that has specifically
looked into the achievement of Ghanaian pupils. However,
existing data shows at GCSE level Black children’s exam
performance has improved over the last 10 years. Within that
broad category there are subgroups that are not doing so well
and there are still barriers to Black children’s success.
For instance, Black Caribbean and mixed white and Black
Caribbean boys are 2.8 times more likely to be permanently
excluded than their white peers.
White British children on the other hand are outperformed at
school by a wide range of Ethnic Minority groups, including
Chinese, Sri Lankan and Nigerian youngsters, according to a report
by think- tank which forms part of the Institute for Public Policy
Research (IPPR) integration research programme.
It has been argued that because teachers perceive Black underachievement to be a national problem beyond their control, they
might lower their expectations of certain pupils, creating a negative
stereotype that effectively closes down opportunities (Amin et-al
2007).
EDUCATION POLICIES
1944 Education Act
Benefitted middle class children, with some 80% of mainly
working class children attending secondary modern schools, the
middle classes dominating grammar schools with some
concessions to the ‘bright’ working class child, and the rich and
influential sending their children into private education (Lawton
2005, Tomlinson 2002 cited: Tomlinson 2008 p: 26).
EDUCATION POLICIES CONT
Assimilation policies outlines the overall education policies and
the main policies approved in respect of immigrant children,
especially those relating to English language acquisition, funding,
statistical collection, curriculum issues, teachers and teacher
training, achievement, special educational needs and ESN
placement.
Assimilationist and integrationist education policies directed the
problems away from the education system and toward the black
child which meant greater alienation in the classroom and in
society in general.
EDUCATION POLICIES CONT
Assimilation expects migrants to adjust entirely to the values and
the rights system of the host society (IOM cited: Appleton n.d.).
Boswick and Heckman stated that assimilation made people to
ignore the values and practices of their countries of origin and as
such it is a one-sided process (Appleton n.d).
Basically assimilation suggests that ‘when you go to Rome, do
what the Romans do’.
EDUCATION POLICY IN THE 1970S –
1980S
The educational performance and achievement of minority children
and young people assumed crucial importance during the 1970s. It
was evidenced that ethnic minorities, especially the West Indian
children achieved very low in school which made their parents
anxious and angry that the education system could not provide
their children with qualifications and a non-racist curriculum
(Tomlinson 2008).
EDUCATION POLICY IN THE 1970S – 1980S
CONT
A first literacy survey reported that Inner London children had a
reading age six months below their chronological age and
immigrant children, one year below (Little 1975 cited in Tomlinson
2008 p. 56). The final literacy survey reported West Indian reading
scores as very low and explained this by ‘adverse environmental
circumstances, language problems, poor self -image and low
teacher expectations’.
RACE EDUCATION AND NEW LABOUR
New Labour inherited an increasingly unequal society from the Conservatives, with the
highest proportion of children living in poverty than any country in Western Europe,
especially minority children.
As explained by Hill (2001) ‘New Labour’s policy and plans for more competitiveness and
selection are a continuation, indeed, an extension of most of the structural aspects of the
1988 Conservative Education Reforms Act in terms of the macro-structure and the
organisation of schools; the neo-liberal principle of competition between schools, results in an
increasing inequality between schools’ (Hill 2001 p:96). New Labour
Macpherson’s report into Stephen Lawrence’s death in 1999 shows the government also had
the intension of combating institutional racism ( Shain 2009 and see for example: Phillip 2005,
Tomlinson 2001 and Hill 2001).
The question that needs to be asked is how far has these legislations have gone to promote equality,
diversity and equal opportunities for ethnic minority children?
METHODOLOGY
This study will employ a mixed method design using both quantitative and
qualitative data collection and analysis procedures in order to find answers
to the research questions asked.
The three reasons for combining quantitative and qualitative research are
that first, combinations are used to enable confirmation of each other
through triangulation. Second, combinations are used to develop analysis in
order to provide richer data. Third, combinations are used to initiate new
modes of thinking by attending to paradoxes that emerge from the two data
sources (Rossman and Wilson 1985 cited in the journal of mixed methods).
METHODOLOGY
Methods: Questionnaires, observations, focus group discussions and interviews.
Population: Ghanaian School pupils living in London and Southend and their
teachers, parents, churches and leaders (30 in total).
Sample: Pupils from 11 years to 16 years.
Analysis: The individual data sets will be analysed separately after which the
results will be corroborating to provide a holistic picture of the situation.
SPSS
SIGNIFICANCE OF THE STUDY
The present study is significant in the following ways:
Firstly, a study with this focus will provide useful additional
information and data for educational authorities and policy
makers on how to raise the achievement of Black Ethnic
Minorities in England.
Secondly, the important issues and questions presented in this
study have not yet been discussed in the literature. They have,
in relation to Black African and African-Caribbean children/
students, but not specifically, those of Ghanaian heritage pupils
SIGNIFICANCE OF THE STUDY
In addition to this, the results and findings from this study will
make a significant contribution to the existing state of knowledge
by showing the extent to which young children of Black Ethnic
Minority backgrounds are accessing and benefitting from the
English educational system.
ETHICAL ISSUES
 Approval from University and LEA
 Consent from parents, pupils and teachers
 Confidentiality
 Anonymity
Anticipated problems
 Difficulty in getting access to schools
 Ethical approval – children participants
 Access to available data.
BIBLIOGRAPHY
Amin et al (1997) Black and Ethnic Minority Young People and Educational Disadvantage. London: Runnymede Trust.
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Hill, D. (1997) Equality in British Schooling: The Policy Context of the Reforms. In M. Cole, D. Hill and S. Shan (eds),
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Demie, F. Mclean, C. and Lewis, K. (2006) Achievement of African Heritage Pupils: Good Practices in Lambeth Schools.
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Thank you