Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature Between 1980 and 2005

Abstract

This article describes and critically analyzes how sociologists in England have studied racial/ethnic inequalities in secondary education between 1980 and 2005. This study is different from earlier literature reviews conducted in this particular area in that it adopts a more systematic approach and includes the most recent studies in this field. Five major research traditions are identified: those of political arithmetic, racism and racial discrimination in school, school effectiveness and school inclusion, culture and educational outcomes, and educational markets and educational outcomes. These research traditions are critically examined in terms of their research questions, methods, outcomes, and related debates. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in England. A final section offers a discussion of how sociologists of education could improve future research on race/ethnicity and educational inequality in England.

Is it (Dis)Advantageous to Have Mixed Parentage? Exploring Education & Work Characteristics of Children of Interethnic Unions in Britain

“…Besides, immigrant socioeconomic disadvantage could also be explained by discrimination and racism. For instance, children of immigrants often experience lower teacher expectations (Stevens 2007) and difficulties in access to employment (Fibbi et al 2006). …”

The views of migrant and non migrant students on cultural diversity in the Greek classroom

“…The second group of studies covers a series of topics on race or ethnicity and education and they are based on several research traditions (McLeod and Yates 2003;Nieto 2004;Stevens 2007;Suarez-Orozco 2001). Within this context, many theoretical explanations have been offered as to the educational outcomes of particular racial/ethnic minority children.…”

“…These studies examine a range of topics including those patterns that lead to either school success or failure; factors that influence academic achievement; socio-cultural and linguistic factors that affect the migrant children's schooling as well as factors enhancing or inhibiting adjustment or acculturation (for reviews of relevant literature see Psalti 2000;Stevens 2007;Suarez-Orozco 2001). As Suarez-Orozco (2001, p. 352) notes, a rather complex picture emerges from the above research that shows that the migrant children's school adaptation is a multi dimensional phenomenon.…”

Priložnosti za uspeh.: Priročnik za vzgojitelje in učitelje pri delu z otroki in mladostniki, ki prihajajo iz drugih kulturnih okolij

“…Raziskave kažejo, da učitelji svoja pričakovanja oblikujejo vsaj delno na podlagi etnične pripadnosti, nacionalne pripadnosti in socialnega razreda učencev (Farley, 2006;Stevens, 2007). Učinek pričakovanj učiteljev je odvisen od različnih pogojev, raziskave kažejo, da so negativni učinki pričakovanj največji v osnovni šoli in kadar so učenci v situacijah, ki so zanje nove (Schofield, 2006).…”