Race and Educational Achievement
'Racism in education is very complex and far reaching in its impact and ultimate effects'
Since the 1950's and 1960's when many people came to Britain from countries previously in the Empire new issues have emerged. Some would argue that Britain is still in a period of 'uneasy transition' and is yet to fully understand the needs and wants in terms of education for ethnic minorities and other new comers to Britain.
The research has been carried out to investigate how far race can affect educational achievement and what can be done to improve or maintain this achievement. With reference to the procedures carried out by the school, the approach and beliefs of the teachers in the educational system, and the National Curriculum that is used in British schools.
As ethnic minorities have come into Britain it has increased the diversity of the society and brings new ideas and beliefs to it but also places new requirements and demands on society. Many from ethnic minorities would argue that these requirements and demands are yet to be met and this has left them at a great disadvantage compared to other groups in British society. This led ethnic minorities to describe the educational system of having a 'hidden curriculum' which was racist towards them and their children.
Criticism has been directed towards the teaching profession and the National Curriculum that is in place in all British schools. Certain teachers in Britain have been accused of being racist and stereotyping against ethnic minorities, however those in the profession would argue that this tag should not be labelled to the profession as some children form ethnic minorities have been described as 'unteachable'. The National Curriculum has started to come under criticism from ethnic minorities, as it does not seem to project the multicultural society that Britain has become.
It should they argue be reformed so that it includes more about their history and culture to teach everyone about their culture. They also argue that teachers can’t expect children from ethnic minorities to reject their parents and the history of their culture to please their teachers. This would then prepare the current and future generations to live in a culturally diverse culture. As ethnic minorities and other groups who feel they suffer in terms of achievement due to their background or colour of their skin campaign to try and combat these problems they suggest that when teachers are being trained that they are given more instructions on how best to get the most out of their children. Those who claim their education suffers due to their Race claim this is against the basis of the 1944 Education Act. This stated that social advancement should be available to all and it would make no difference of age, sex, origin or ethnic background.
The rise of supplementary schools is evidence that the black community want structure in a system that should have strong foundations. They want these strong foundations because they claim that the school process is the link between success and failure. However those who have come under attack from the black community and ethnic minorities claim that their children have adverse attitudes and expectations and there were high degrees of antagonism. The teachers in some research have claimed it is the children with the ‘chip on their shoulders’ and not the teachers who were racist which was to blame for the low achievement.
Read about our conclusions.
