Relevant bibliographies by topics / Minority pupils

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Minority pupils'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Minority pupils.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Minority pupils"

1

Strand, Steve, and Ariel Lindorff. "Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11." Exceptional Children 87, no. 3 (March 12, 2021): 344–68. http://dx.doi.org/10.1177/0014402921990895.

Full text
Abstract:
We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.
APA, Harvard, Vancouver, ISO, and other styles
2

Vollebergh, W. A. M., and A. M. Huiberts. "STRESS AND ETHNIC IDENTITY IN ETHNIC MINORITY YOUTH IN THE NETHERLANDS." Social Behavior and Personality: an international journal 25, no. 3 (January 1, 1997): 249–58. http://dx.doi.org/10.2224/sbp.1997.25.3.249.

Full text
Abstract:
In this article emotional problems - operationalized in terms of well-being and feelings of stress/depression - were investigated in secondary school pupils in the Netherlands. Girls, both autochthonous and allochthonous, appear to have more emotional problems than boys. Educational levels did not have an effect on emotional problems. Allochthonous pupils reported more emotional problems than autochthonous pupils. The difference was most pronounced between allochthonous pupils and autochthonous pupils in ethnic autochthonous (white) schools. Ethnic self-identification is not by itself related to feelings of well-being or stress, but appears to serve as a moderator in this respect: in ethnic minority youngsters with a bicultural orientation (identification with both their own ethnic group and the Dutch), no effect of ethnic attitudes on stress was found, while in those identifying solely with their own ethnic group, negative attitudes towards their own group or towards the Netherlands increases feelings of stress.
APA, Harvard, Vancouver, ISO, and other styles
3

Aarssen, Jeroen, Peter Broeder, and Guus Extra. "Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 41–55. http://dx.doi.org/10.1075/ttwia.59.05aar.

Full text
Abstract:
Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.
APA, Harvard, Vancouver, ISO, and other styles
4

Iskandar, Soetyono. "Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational." Journal of Modern Education Review 4, no. 3 (March 20, 2014): 216–30. http://dx.doi.org/10.15341/jmer(2155-7993)/03.04.2014/008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nouwen, Ward, and Noel Clycq. "The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education." Urban Education 54, no. 10 (May 10, 2016): 1551–80. http://dx.doi.org/10.1177/0042085916646627.

Full text
Abstract:
This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these systemic features to stereotype threat effects by adding teacher–pupil relations to our analyses. Our results show that stigmatized groups—ethnic minority pupils in vocational education—experience the most negative teacher–pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher–pupil relations play an important role in explaining stereotype threat effects.
APA, Harvard, Vancouver, ISO, and other styles
6

Leung, Constant, and Charlotte Franson. "The multilingual classroom: The case for minority language pupils." Journal of Multilingual and Multicultural Development 10, no. 6 (January 1989): 461–72. http://dx.doi.org/10.1080/01434632.1989.9994392.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Poromaa Isling, Pär. "Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (June 12, 2020): 84–101. http://dx.doi.org/10.7577/njcie.3535.

Full text
Abstract:
This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’ Tornedalian cultural background is either more or less prominent, depending on the occasion. Particularly in the classroom context, teachers are obliged to mute and put aside their minority language, Meänkieli. Thus, they transform their behaviour and adopt a Swedish manner of conduct in their contacts with pupils. Consequently, teachers’ Tornedalian cul-tural identity becomes less prominent. Simultaneously, Swedish school culture takes precedence, and its authority controls what can be seen as proper educational subjects as well as the classroom’s social interactions. The analysis, guided by decolonising perspectives, reveals that minority language and cultural practices are mainly alive and active in the unofficial settings of the schools. These manifestations of resistance against the Swedish language and Swedish culture’s dominance of school practices, which remain alive in these decolonial pockets, is not organised and not part of official school practice. However, the conversations with school staff and pupils revealed that the competence, desire and strategies exist to ignite a pedagogy more inclusive of minority perspectives that can facilitate the transfer of Tornedalian minority knowledge and perspectives to pupils. This could empower decolonial Meänkieli practices and revitalise Tornedalian culture among young Tornedalians.
APA, Harvard, Vancouver, ISO, and other styles
8

Kokkonen, Pinja, Christina Athanasopoulou, Helena Leino-Kilpi, and Evanthia Sakellari. "Secondary School Pupils’ Mental Wellbeing Is Associated with Belonging to a Perceived Minority and Experiencing Discrimination." Children 8, no. 2 (January 21, 2021): 71. http://dx.doi.org/10.3390/children8020071.

Full text
Abstract:
Adolescents’ mental health is a global issue and there is a growing interest in tackling mental health in schools. The study aimed to assess secondary school pupils’ mental wellbeing and the factors related to their mental wellbeing (sociodemographic characteristics, perception of belonging to a minority, and discrimination). Data were collected from 12–17-year-old pupils of a Finnish secondary school via an online questionnaire. Data were analyzed with descriptive statistics and ANOVA for group comparisons. Participants’ (Ν = 114) mental wellbeing scores were above average (47.5, max. 70). Worse family relations were independently associated with worse mental wellbeing. Additionally, significantly lower scores on mental wellbeing were found among pupils who thought they belonged to a minority due to appearance, sexual orientation, and/or chronic disease. Participants who had experienced discrimination had significantly lower mental wellbeing scores in comparison to those who never had such an experience. In conclusion, mental health promotion interventions which promote good family relations should be targeting different youth groups in order to address their specific needs. Thus, screening programs which identify pupils who are at risk or belong to minority groups are needed, in order to direct them to proper services when needed and/or implement mental health promotion interventions accordingly.
APA, Harvard, Vancouver, ISO, and other styles
9

Sisk, Dorothy A. "Children at Risk: the Identification of the Gifted Among the Minority." Gifted Education International 5, no. 3 (September 1988): 138–41. http://dx.doi.org/10.1177/026142948800500303.

Full text
Abstract:
This article discusses the major problems in urban inner city schools in the U.S.A. It discusses the issue of the validity of the use of conventional psychometric tests to assess the abilities of disadvantaged pupils; and the writer justifies the use of alternative assessment procedures. She emphasises the importance of changing teacher attitudes toward the disadvantaged gifted since many teachers seek to identify high achievement in conventional school subjects rather than to identify pupils with a high potential for learning. The paper concludes with suggestions of how to nurture and develop the talents of disadvantaged youngsters.
APA, Harvard, Vancouver, ISO, and other styles
10

Morris, Andrew B. "Bridging worlds: ethnic minority pupils in Catholic schools in England." Journal of Beliefs & Values 31, no. 2 (August 2010): 203–13. http://dx.doi.org/10.1080/13617672.2010.503633.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Minority pupils"

1

Grimes, Janice. "Cultural capital, ethnicity and early education." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282941.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Finch, Lisa. "School bullying : the experience of ethnic minority and ethnic majority pupils." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31272.

Full text
Abstract:
Bullying is widely acknowledged as an insidious form of victimization that is prevalent within out schools. In the context of a wider society that may in itself be racist, racial bullying in schools is beginning to be acknowledged both in the academic literature and the media. However, studies of ethnicity and bullying are scarce. The present study aims to highlight the experiences of bullying at school for both ethnic minority and ethnic majority pupils. In particular, the relationship between ethnic identity and the experience of bullying is examined. A total of 199 secondary school pupils aged between 12 and 13 years (Year 8) from an inner city school in Leicester participated. Two questionnaires were completed which assessed their experiences of bullying and ethnic identity. Significant differences were found for ethnicity regarding the overall experience of being bullied, with ethnic majority pupils reporting experiencing more bullying than their minority peers. Ethnic minority pupils were more likely than ethnic majority pupils to experience bullying with a racial content. No relationship was found between the effect of racial bullying and ethnic identity status. Some gender differences reported in the literature were reflected in the results of this study. The results proved difficult to interpret and a critical discussion of methodological limitations is offered. Implications of the findings for schools, and the clinical implications for psychology are discussed. Future research needs are also considered.
APA, Harvard, Vancouver, ISO, and other styles
3

Wong, Billy. "Science aspirations : investigating the views of 11-14 year old minority ethnic pupils." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/science-aspirations-investigating-the-views-of-1114-year-old-minority-ethnic-pupils(460d6054-5b0b-4033-bfd3-b461db5fcada).html.

Full text
Abstract:
The importance of science for the economy and the value of scientific literacy in contemporary society are widely acknowledged. However, there are concerns that young people, particularly girls and minority ethnic students, are ‘leaking’ from the science education pipeline (notably the physical sciences). This study draws across sociology of education and science education literature to explore the science and career aspirations of minority ethnic pupils aged 11-14 in London. British pupils from Black Caribbean, Bangladeshi and Pakistani backgrounds were investigated as examples of typically ‘low’ academic achievers and participants in science (e.g. at GCSE and A-level), and British pupils from Indian and Chinese backgrounds were investigated as examples of typically ‘high’ achievers and participants in science education. Forty-six semi-structured interviews, six focus group discussions and 22 hours of classroom observations were conducted with minority ethnic pupils. Five science teachers and one parent were also interviewed. The study aims to explain current uneven patterns of science participation and achievement rates amongst minority ethnic students, focusing on why some students aspire, and others do not, towards science. The study found that although a diverse range of students aspired to science-related careers, the relationship between students’ achievement, aspirations, interest and capital in science was complex. A typology of ‘student science engagement’ was developed, mapping seven forms of student participation in science. British Black Caribbean students were the least likely, and British Indians were the most likely, to be engaged in science. Many British Bangladeshi students expressed science career aspirations, despite their tendency to have low science achievements, and most British Chinese pupils achieved highly in science, even though few have expressed aspirations towards science. The typology and reasons for these variations were explored using Bourdieu’s notions of habitus and capital, and sociological theorisations of identity (e.g. exploring the purchase of ‘science identity’). The study builds on the small but growing understanding regarding how minority ethnic students experience, aspire and identify with science.
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Matthew Robert. "The OFSTED inspection system and its impact on the education of ethnic minority pupils." Thesis, University of Manchester, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669544.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rider, Kay Susan. "Access to justice for minority ethnic pupils and their families : the first five years of the special educational needs tribunal and its use by parents from minority ethnic groups." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532593.

Full text
Abstract:
Successive Annual Reports of the Special Educational Needs Tribunal (SENT) have shown low usage of the Tribunal by minority ethnic families. As a Specialist Lay Member of the Tribunal I was allowed access to the first five years data so that more detailed analysis could explore this position and consider possible causes and possible remedial steps that could address this low usage. As an Educational Psychologist I am alert to the whole issue of educational entitlement particularly for cultural and ethnic minorities and this thesis seeks to explore the whole area of redress and its use. To begin this study I consulted the President of the Tribunal, the Secretary of the Tribunal and Officers from three Local Education Authorities (LEAs) on the issues they thought were relevant to appeal rates. Following these discussions I drew up a list of questions that I used as the basis for discussions with the SENT Midlands and Wales User Group, this meeting expanded the potential areas for investigation and set some of the parameters for the literature review and statistical analysis. The research questions focus on whether this low appeal rate should be a cause for concern or whether it is a reflection of the lower level of needs of these groups or whether some of the other contributory factors highlighted by my discussions may be influencing the appeal rate. In the absence of a substantive theory a framework of influences is described. The data were made available as hard copy, it was manually entered into SPSS and analysed using Models to identify key factors related to appeal rate. The data was then matched against National Statistics on the parameters highlighted by the discussions, levels of Statements of Needs, achievement, language and deprivation. Two Local Education Authorities are used as exemplars and examined for Statements of Needs, achievement, language and deprivation to see if a more detailed exploration could reveal more information on the factors highlighted by my discussions. The main outcomes of this study were to clarify the profile of minority ethnic access to the SENT and identify the appeal rate of each of the DfES ethnic categories: just under 12% of the pupil population in England are members of minority ethnic groups, the three black categories form 3.7% and their appeals from all LEA's total 2.6%: the Asian subcontinent, excluding Chinese, forms 5.8% and their appeals for all LEA's total 2.1%. Using these combination figures more clearly shows the marked under-representation at appeal to the SENT. It is particularly interesting to note the appeal rate of the Pakistani group; in the ten separate regional listings there are eight regions from which no appeals have been registered from this group despite them forming the highest percentage ethnic minority group in Yorkshire and the West Midlands and this aspect needs more exploration. This study also highlights difficulties using the Department for Education and Skills (DfES) categories where misdiagnosis and inadequate categorisation may be linked to problems with test materials and their use with the various cultural and ethnic groups particularly in relation to Speech and Language problems and Emotional and Behavioural difficulties. Further work needs to be done within the whole field of redress gaining a picture of parental views within targeted Local Education Authorities (LEAs). Educational Psychologists need to question, more closely, diagnoses of language problems and design early interventions to improve spoken and written English, they also need to work more closely helping schools devise the Pastoral Support Programmes necessary for pupils at risk of exclusion improving the parental partnership and assisting the individual pupils with their attitude and motivation.
APA, Harvard, Vancouver, ISO, and other styles
6

Pham, Thi Thanh Chung. "Linguistic minority learners in mainstream education in Vietnam : an ethnographic case study of Muong pupils in their early years." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17768/.

Full text
Abstract:
This thesis presents a case study of some young linguistic minority learners in mainstream education in Vietnam. Using ethnographic approaches, the study focuses on some selected Muong-speaking children who experienced difficulties with learning in their first year of primary education. The study therefore aims to observe the process and situations in which these struggling children become categorised as ‘slow’ learners, and what the consequences are for these children. By employing an ethnographic approach, the study involved an extended data collection period, during which semi-structured interviews and participant observations were extensively carried out. Such an approach allows for an in-depth study of the perspectives of participants, as well as emphasizing the significance of the researcher identity. In this process, a careful collection and analysis of relevant documentation and participants’ work samples was also undertaken. The different layers surrounding these learners, both at school and at home, were observed and recorded. An analysis of observed lessons and samples of work from particular situations, identified in field notes, suggests that there are significant factors that may not be recognised in schools that negatively influence the learning of these children. The study flags up complicated issues regarding pupils at the lowest end of the learning spectrum, where changes in the education system may not be enough to adequately or effectively address their learning problems. Such issues challenge any potential developments in education policy by suggesting that socioeconomic issues may negate any attempt to improve the learning experience of economically disadvantaged linguistic minority children in some situations. The conclusion suggests that further study into the issue over a longer period of time would provide a fuller picture of the learning journey for children like those studied here. This also identifies the multifaceted difficulties that the education authorities in Vietnam face when addressing educational equity for all groups of learners. Overall, the study offers an alternative perception when examining the underachievement of linguistic minority learners in mainstream classes, as well as exploring the extent to which a learning programme and/or an education system could be made more equitable and accessible for all learners.
APA, Harvard, Vancouver, ISO, and other styles
7

Hamilton, Sandra Karis Susan. "The education of linguistic minority pupils in English schools, 1966-1999 : how an extra pair of hands can limit teachers' learning." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409497.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Palechorou, Irene. "How can educational drama be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom?" Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50021/.

Full text
Abstract:
Globalisation along with dramatic increases in immigration, have led to increased levels of diversification in modern societies. The rapid change of the Cypriot society to a multicultural and multilingual one has resulted in the presence of a multitude of additional languages in Cypriot primary classrooms, reinforcing the concern for the education of pupils whose first language is other than the dominant language of the country. As a primary school teacher I am concerned in developing an effective pedagogy that can support these pupils’ additional language learning. Thus, the specific action research project at the heart of this research examines how educational drama can be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom. Throughout this thesis language learning is understood as a social construct, a continual, negotiated exchange of meanings, between the child and the environment, drawing on social theories of language that stress the overarching importance of cultural and social interactions for second language learning. Guided by theory, this research argues for the inter-relationship between social and linguistic processes and how specific drama strategies enable both one and the other. Evidence from this research suggests that a dramatic context that reflects the cultural and linguistic diversity of the classroom has a positive effect in GAL students’ affective variables, and particularly the socio-cultural factors and the personal variables within oneself, as well as the affect on L2 learning of the reflection of that self to other people. Illustrative drama schemes, developed throughout the project, together with concrete examples of children’s work are provided to represent more clearly how living contexts and fictitious worlds can be created within which the different functions of language can be identified and developed. At the same time unconventional and anxiety-reducing strategies for assessing second language learning are presented.
APA, Harvard, Vancouver, ISO, and other styles
9

Nair, Sheladevi. "A study of the experiences and perceptions of parents of Black and Minority Ethnic pupils statemented with autism in relation to the educational support provided for their children and for themselves." Thesis, Cardiff Metropolitan University, 2015. http://hdl.handle.net/10369/7538.

Full text
Abstract:
This study investigates the experiences and perceptions of parents of Black and Minority Ethnic (BME) pupils statemented with autism of the support they receive for their child in education and for themselves. These perceptions are explored alongside the views of stakeholders in education who work to support these pupils and parents. The study expands upon the work of Perepa (2008) who investigated the cultural influences on the understanding of appropriate social behaviour by BME parents of children within the autism spectrum in a London borough. Since then there has been minimal research on BME parents’ experiences of having a child with autism in education, so this study addresses a gap in research. A qualitative case study approach was adopted using in-depth interviews with participants from one selected local authority in Wales. An interpretivist approach was used to gain an understanding of the researched phenomena within a cultural context. The data was managed for thematic analysis using the qualitative analysis software tool, NVivo. The findings reveal that BME parents receive support from the providers within education rather than from their own ethnic communities. They show a preference for mainstream education, although evidence here suggests that there are fewer specialist resources in these schools compared to special schools. The findings also reveal that their culture, religion, education and socio-economic backgrounds influence BME parents’ ability to access and utilise educational support services. They feel that their ethnicity and cultural needs are not always taken into account in the ‘culturally-blind’ system which appears to be implemented within education, and their expectation is that society should provide them with more support. It is anticipated that these findings would be taken into account by policy makers and contribute to further research in Wales.
APA, Harvard, Vancouver, ISO, and other styles
10

Granstedt, Lena. "Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt." Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38152.

Full text
Abstract:
The chief aim of my thesis is to study and analyse how the multiculturalism of schools is reflected in research and reports in Sweden and in the way in which teachers talk about multicultural issues at school. Part of the work is done in the form of reflecting talks with two groups of teachers in two different schools on issues and situations taken from their own everyday experience. The talks are conducted over two years. One partial aim is therefore to study whether this working method can help teachers to develop their strategies with regard to multicultural issues at school. I describe how the talks develop over two years in an ethnically heterogeneous group of teachers in one of the schools, some areas related to multicultural issues in the school that the teachers find problematic, and how the talks to some extent influence the teachers’ choice of strategies in the school’s practice. Part of the work is an analysis of a talk from each group of teachers and their conceptions of “the immigrant pupil” and her/his parents are focused on. The analytical tool of interpretive repertoires is used to visualise patterns of common points of departure and values in the talks. Also part of the work is an analysis of how research and reports reflect the discourse on multicultural issues from 1980 to 2005. I emphasise some themes and how these change over time. Through the study, parts of the content of the discourse about the multicultural Swedish education are made visible. The discourse contains expressions of a focus on shortcomings and problems that are regarded as linked to pupils, parents and to some extent to teachers with foreign backgrounds. The discourse also contains expressions of seeing differences, chiefly between groups of pupils with foreign and ethnic Swedish backgrounds respectively. By focusing on differences and shortcomings a boundary is at the same time set up between “us” and “them”. The composition of teachers in Swedish schools is relatively homogeneous as regards ethnicity. When, in addition, it is many times teachers that have the responsibility and power to define what are seen as problems and to find solutions in schools’ practice, the problems and solutions are often defined from a majority perspective. It is also from a majority perspective that decisions are made about to what extent, to what degree and in what way minority perspectives should be represented in these contexts. It is a matter of who has the power to define themselves and the others and the others’ shortcomings.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Minority pupils"

1

Great Britain. Department for Education and Skills. Ethnicity and education: The evidence on minority ethnic pupils. Nottingham: DfES, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gillborn, David. Recent research on the achievements of ethnic minority pupils. London: HMSO, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leung, Constant. Linguistic diversity in the 1990s: Some language education issues for minority ethnic pupils. [s.l.]: National Association for Language Development in the Curriculum (NALDIC), 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hancock, Susan. Young people's reading at the end of the century: Focus on ethnic minority pupils. London: Roehampton Institute London, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fleming, Sharon Heather. New Commonwealth ethnic minority pupils' attainment in GCSE English: a study of one LEA. Oxford: Oxford Brookes University, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Smith, Matthew Robert. The OFSTED inspection system and its impact on the education of ethnic minority pupils. Manchester: University of Manchester, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

O'Keeffe, Bernadette. Ethnicity, identity, and achievement in Catholic education: Supporting minority ethnic pupils in Catholic secondary schools in England. London: Catholic Education Service, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Warwick, University of. The participation of ethnic minority pupils in TVEI: A report prepared by the University of Warwick, February 1988. Sheffield: Training Agency, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Ruth Wynne. Additional funding for minority ethnic pupils: A study of the impact of policy change in three West Midland local education authorities. Birmingham: University of Birmingham, School of Education, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Amos, C. E. Ethnic minority teachers: An exploration of the career development ofethnic minority teachers in five inner London comprehensive schools, with particular reference to the effects of racism and the influence of their presence on the pupils. [Guildford]: [University of Surrey], 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Minority pupils"

1

Harris, Richard, and Ron Johnston. "How Concentrated Are Ethnic Groups in Schools?" In Ethnic Segregation Between Schools, 89–112. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529204780.003.0004.

Full text
Abstract:
The Casey Review cites a study by the think-tank Demos that shows the majority of ethnic minority students attend schools where ‘minority’ groups are in the majority. That statistic is correct but too easily misinterpreted. Only White British students typically are in a school where their own ethnic group forms a majority; for most ethnic minority pupils the largest group they will encounter at school is also the White British. The exceptions to this are the Bangladeshi and Pakistani groups, and more so in primary than in secondary schools. Nevertheless, the overwhelming trend is that schools are becoming more ethnically diverse with an increased potential for pupils to be educated alongside pupils of other ethnic groups.
APA, Harvard, Vancouver, ISO, and other styles
2

Verma, Gajendra K., and Kanka Mallick. "Social, Personal and Academic Adjustment of Ethnic Minority Pupils in British Schools." In Educating Immigrants, 47–68. Routledge, 2017. http://dx.doi.org/10.4324/9781315114651-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

"Invisible culture in the classroom: Minority pupils and the principle of adaptation." In English across Cultures. Cultures across English, 117–36. De Gruyter Mouton, 1989. http://dx.doi.org/10.1515/9783110848328.117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"SOCIAL, PERSONAL AND ACADEMIC ADJUSTMENT OF ETHNIC MINORITY PUPILS IN BRITISH SCHOOL." In Routledge Library Editions: Education and Multiculturalism, 48–69. Routledge, 2018. http://dx.doi.org/10.4324/9781315160306-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Abbas, Tahir. "The Postcolonial Subject’s Discontent." In Islamophobia and Radicalisation, 141–52. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190083410.003.0012.

Full text
Abstract:
The prevailing post-war paradigm on education and social class is based on a direct association between these two concepts, such that they are inseparable in the minds of many. That is, education leads to class mobility as a direct result of the education system. In extending this argument, the idea that minority children underperform in education due to their ethnic and class characteristics should hold sway, but research has also claimed that stronger schools can raise the average performance levels of pupils from weaker backgrounds, while weaker schools tend to reduce the average performance of pupils from lower-class backgrounds. Many see educational underperformance among young Muslims as an intractable problem; however, in reality, the poor educational performance of young British Muslims is often due to policy decisions made at a local or national level. The education of British Muslims has evolved in the context of the policies of post-war immigration, integration and diversity policy. In reality, in situating these groups, popular systems of multiculturalism endorse notions of tolerance and secularity through the popularization of a multiculture that racializes the civilized, modern or backward in the construction of national identities.
APA, Harvard, Vancouver, ISO, and other styles
6

Figueroa, Peter. "Minority Pupil Progress." In Education and Cultural Pluralism, 117–41. Routledge, 2017. http://dx.doi.org/10.4324/9781315393629-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Esteves, Olivier. "Reluctant cities: how London and Birmingham said no to dispersal." In The 'desegregation' of English schools, 93–119. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526124852.003.0005.

Full text
Abstract:
In this chapter, the local situations of Birmingham and London are analysed. Although these were the two conurbations accommodating by far the largest number of immigrant children, they were reluctant to introduce dispersal. In Birmingham, some key Labour figures (Denis Howell, Roy Hattersley) campaigned actively in favour of it, and were dissatisfied when the city refused to operate it, afraid as it was of its detrimental effects. There, dispersal was a major bone of contention, until a voluntary type of dispersal was finally decided upon, which proved ineffective against ethnic-minority clustering in schools. In the Inner London Education Authority, dispersal was more massively rejected, mostly owing to a neighbourhood-school-based approach and to the specific resources London enjoyed. Lastly, this chapter studies the debate on the introduction of ‘banding’ in Haringey, which was presented as an IQ-based type of dispersal. This caused a major controversy after Alderman Doulton locally suggested West Indians had lower IQs than autochthonous pupils.
APA, Harvard, Vancouver, ISO, and other styles
8

"The impossibility of minority ethnic educational ‘success’?: An examination of the discourses of teachers and pupils in British secondary schools." In Equality, Participation and Inclusion 2, 242–62. Routledge, 2010. http://dx.doi.org/10.4324/9780203839775-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Teachers’ views on pupil identities and achievement." In Understanding Minority Ethnic Achievement, 59–86. Routledge, 2006. http://dx.doi.org/10.4324/9780203968390-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Degage, Alain. "« L’enfant pupille de sa mère ? Une erreur du siècle » d’après le Viatorium juris de Jean Barbier, juriste languedocien de la fin du XVe siècle." In Mineurs, minorité. Jeunes, jeunesse en Roussillon et en Languedoc, XVIe-XVIIIe siècle, 17–25. Presses universitaires de Perpignan, 2010. http://dx.doi.org/10.4000/books.pupvd.5196.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Minority pupils"

1

Anspoka, Zenta. "The Research of Latvian Language Competence of Secondary Education Institution Graduates for Career Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.003.

Full text
Abstract:
The topicality of the research is related to the goal of education to help a pupil to become a proficient language user who has acquired not only the basic skills of the language, but also understanding of the role of the Latvian language as the state language in the integration of the society, formation of national identity and cultural-historical heritage preservation. The aim of the study is to analyse Latvian language competence of graduates of Latvian language of instruction, minority secondary education institutions and state gymnasiums of Kurzeme, Latgale and Riga for their readiness for further career development. The methodology of the research is the outcome of the career development and sociolinguistic and linguo-didactic theories, which are based on the cognitive constructivist approach. The results of the empirical research are obtained from 409 texts of judgments systematized in the balanced corpus of modern Latvian language texts within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). Language competence of graduates from secondary education institutions is low. It is affected by the linguistic environment, attitude towards language as an economic and social value, its learning motivation and insufficiency in language didactics. The research outcomes outline several important aspects for the improvement of the Latvian language didactics.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Minority pupils' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography