Attainment - black and minority ethnic groups (UK)

Uvanney Maylor | View as single page | Comment/Feedback
Attainment - black and minority ethnic groups (UK)
Evidence
Identifying underachievement
Context - influencing factors
Interventions
Case studies of success
Local, regional, national data
Teacher perceptions of parents, pupils, cultures
Challenging practice scenarios
International data
Curiculum
Assessment
Pedagogic factors
Evaluation of impact
School structure
Parental involvement
Strength of Evidence
Transferability
Editors' Comments

Pedagogic factors

Research suggests some teachers lack awareness of how to (and the necessary resources) deliver a culturally diverse curriculum (Maylor et al., 2007).

Newly qualified teacher surveys in England consistently show that teachers feel less prepared to educate a multiethnic workforce (DfES 2005, 2007; DfE 2012).

Teachers are also wary of discussions about 'race' and challenging racism particularly in predominant White teaching contexts (Lander 2011). This is unlikely to change as the new Teachers Standards (DfE 2012) omit 'race' as a key element of teacher awareness that is required.

Emphasis on league tables and increasing the number of GSCE's obtained means that much time is spent on teaching to the test to improve the number of C's obtained whilst reducing the number of D's which count against school performance.

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