Ethnicity, Disadvantage and Other Variables in the Analysis of Birmingham Longitudinal School Attainment Datasets

Autor/inn/en	Parsons, Carl; Thompson, Trevor
Titel	Ethnicity, Disadvantage and Other Variables in the Analysis of Birmingham Longitudinal School Attainment Datasets
Quelle	In: Educational Review, 69 (2017) 5, S.577-599 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1281227
Schlagwörter	Foreign Countries; Ethnic Groups; Disadvantaged Youth; Socioeconomic Status; Gender Differences; Student Characteristics; Academic Achievement; Elementary Secondary Education; At Risk Students; Age Differences; Special Needs Students; Student Records; Coding; Correlation; Blacks; Mixed Race Persons; Whites; Multiple Regression Analysis; Statistical Analysis; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Schulleistung; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf; Schülerakte; Codierung; Programmierung; Korrelation; Black person; Schwarzer; White; Weißer; Statistische Analyse
Abstract	Explaining and responding to inequalities in attainment are significant educational policy challenges in England as elsewhere. Data on four cohorts of Birmingham Local Education Authority (LEA) pupils, each approximately 13,000, were analysed by ethnicity, deprivation, gender and other relevant individual pupil variables. For the four successive cohorts of children, aged five in 1997-2001, analysis shows the attainment trajectory of each ethnic group from Baseline/Foundation Stage Profile (age 5) to GCSE (age 16). The relative constancy over time, the changes from one key stage to the next and the differences within broad ethnic categories argue against simplistic explanations. The ethnicity variable accounts for a relatively small amount of variance in pupil achievement, with the same ethnic subgroups recurrently low attainers. Considering explanatory perspectives on educational inequalities and ethnicity in the light of these data, we conclude that a structuralist perspective offers the best explanation recognising economic exploitation, dominance and oppression at the national and local levels. Notions of institutional racism and Critical Race Theory (CRT) are considered to be inadequate and counter-productive, in part shown by their inability to accommodate the range of attainment levels and educational experience of different ethnic groups. More tellingly, they lack causal explanations relevant to the United Kingdom and deflect attention from the need for sustained effort to reduce poverty and disadvantage as it affects children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01