Are They Thinking What We're Thinking?: College Staff and Student Perceptions of the Impact of Ethnicity and Gender on Completion and Achievement at a College of Further Education

Autor/inn/en	May, Steve; Bidgood, Penelope; Saebi, Nasrollah
Titel	Are They Thinking What We're Thinking?: College Staff and Student Perceptions of the Impact of Ethnicity and Gender on Completion and Achievement at a College of Further Education
Quelle	In: Journal of Further and Higher Education, 30 (2006) 3, S.243-254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	College Students; Ethnicity; Sex; Academic Achievement; Foreign Countries; Ethnic Groups; Gender Differences; Adult Education; Focus Groups; Student Attitudes; English (Second Language); Student Motivation; Graduation Rate; Withdrawal (Education); College Faculty; Case Studies; United Kingdom (London) + Suchen Sie Ihr Suchwort? Collegestudent; Ethnizität; Geschlecht; Geschlechtsverkehr; Schulleistung; Ausland; Ethnie; Geschlechterkonflikt; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Kursabbruch; Fakultät; Case study; Fallstudie; Case Study
Abstract	This study was carried out with students and staff from a college of further education in south London. The college has a mix of male and female students from a range of ethnic groups, the largest of which is white British. A study undertaken by the college in 2003 indicated that there may be significant differences in achievement and completion rates between genders and between ethnic groups. The college commissioned Kingston University to research into the relationship between gender and ethnicity on student achievement and completion. In this article the qualitative findings from data on the experiences and perceptions of the staff and ful -time students are discussed in the context of the variable completion and achievement rates of the students and results from other studies. The main themes linked to ethnicity, gender, completion and achievement emerging from the analysis indicate broad agreement between students and staff over issues around learning and teaching and written and spoken English; however, their particular perspectives led to their having differing views on the most important factors external to the college and those affecting student motivation. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10