an article by D.R.E. Cotton, M. Joyner, R. George and P.A. Cotton (Plymouth University, UK) published in Innovations in Education and Teaching International Volume 53 Issue 5 (2016)
Abstract
In recent years, the success rates of different groups of students in higher education have come under considerable scrutiny, with gender and ethnicity identified as key attributes predicting differential achievement of ‘good degrees’.
A review of previous studies highlights the need for research which looks beyond ‘the deficit model’ to explain the attainment gap. This research used a mixed-methods approach to explore the academic and social experiences of students, as well as lecturers’ views on student achievement, in one UK University.
Findings suggest that there are significant differences in motivation and confidence speaking English for different ethnic groups in this study, and a divergence in attendance and study time by gender – both of which may go some way to helping understand the gaps in attainment. In addition, male and BME students tended to overestimate their likelihood of achieving a good degree outcome, compared to other groups.
Showing posts with label attainment. Show all posts
Showing posts with label attainment. Show all posts
Friday, 20 January 2017
Tuesday, 9 June 2015
Social mobility or social reproduction? A case study of the attainment patterns of students according to their social background and ethnicity
an article by Matthew Collins (Lichfield Cathedral School, Staffordshire, UK), Gemma Collins (University of Birmingham, Edgbaston, UK) and Graham Butt (Oxford Brookes University, UK) published in Educational Review Volume 67 Issue 2 (April 2015)
Abstract
This paper explores levels of achievement amongst boys who attended a selective school in Birmingham, UK through consideration of their attainment, social background and ethnicity.
It seeks to answer three main questions.
Firstly, to what extent does academic attainment vary between students from different socio-economic groups and ethnic backgrounds?
Secondly, what are the possible reasons for these variations?
Thirdly, what can selective schools do to close the gaps in attainment between these groups?
The research study sought to determine whether different groups of boys in the case study school experienced social mobility, or social reproduction, as a consequence of the education they received.
Using quantitative data of student attainment (n = 625), combined with information on their residential location, areas of comparatively low achievement across the city of Birmingham were mapped. Spatial data for levels of deprivation and ethnicity were also considered. The resulting map identifies areas of high vulnerability (HV) to poor performance, specifically by identifying the postcodes of neighbourhoods containing students who are most likely to underachieve.
Qualitative data was gathered amongst students (n = 121) who were embarking on their General Certificate of Secondary Education (GCSE) studies. All were asked to identify factors that might affect their academic performance. These findings were then cross-referenced with the postcode study to help analyse possible reasons for underachievement.
The main finding of this research was that the study school experiences a distance-decay effect in relation to examination success. Boys from Black and Minority Ethnic (BME) groups generally performed worse than White British (WB) boys, while students from deprived areas of the city were also less likely to succeed. Students from poorer communities tend to live in environments of relatively low aspiration, although one inner city area was identified as anomalous with regard to the achievements of its students.
We conclude that social reproduction, rather than social mobility, is occurring within the case study school and suggest a range of initiatives to raise the levels of achievement of those who are most socially disadvantaged.
Abstract
This paper explores levels of achievement amongst boys who attended a selective school in Birmingham, UK through consideration of their attainment, social background and ethnicity.
It seeks to answer three main questions.
Firstly, to what extent does academic attainment vary between students from different socio-economic groups and ethnic backgrounds?
Secondly, what are the possible reasons for these variations?
Thirdly, what can selective schools do to close the gaps in attainment between these groups?
The research study sought to determine whether different groups of boys in the case study school experienced social mobility, or social reproduction, as a consequence of the education they received.
Using quantitative data of student attainment (n = 625), combined with information on their residential location, areas of comparatively low achievement across the city of Birmingham were mapped. Spatial data for levels of deprivation and ethnicity were also considered. The resulting map identifies areas of high vulnerability (HV) to poor performance, specifically by identifying the postcodes of neighbourhoods containing students who are most likely to underachieve.
Qualitative data was gathered amongst students (n = 121) who were embarking on their General Certificate of Secondary Education (GCSE) studies. All were asked to identify factors that might affect their academic performance. These findings were then cross-referenced with the postcode study to help analyse possible reasons for underachievement.
The main finding of this research was that the study school experiences a distance-decay effect in relation to examination success. Boys from Black and Minority Ethnic (BME) groups generally performed worse than White British (WB) boys, while students from deprived areas of the city were also less likely to succeed. Students from poorer communities tend to live in environments of relatively low aspiration, although one inner city area was identified as anomalous with regard to the achievements of its students.
We conclude that social reproduction, rather than social mobility, is occurring within the case study school and suggest a range of initiatives to raise the levels of achievement of those who are most socially disadvantaged.
Thursday, 18 July 2013
Supporting the educational transitions of looked after children at Key Stage 4: the role of virtual schools and designated teachers
an article by Jennifer Driscoll (Programme Director at the Department of Education and Professional Studies, King's College London, UK) published in Journal of Children’s Services Volume 8 Issue 2 (2013)
Abstract
Purpose
There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14-16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.
Design/methodology/approach
Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three-year longitudinal study following 20 looked after children in England from years 11-13 (ages 15-18).
Findings
Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people’s lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post-16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.
Practical implications
The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post-16 are discussed.
Originality/value
The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.
Abstract
Purpose
There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14-16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.
Design/methodology/approach
Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three-year longitudinal study following 20 looked after children in England from years 11-13 (ages 15-18).
Findings
Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people’s lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post-16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.
Practical implications
The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post-16 are discussed.
Originality/value
The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.
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