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Diversity (It matters because... (Family (Jones: family stress and…
Diversity
It matters because...
Family
Jones: family stress and parental behaviours associated with outcomes for the child at age 7: cognitive and emotional development
Millennium Cohort Study (MCS): 20,000 sample - 2001 born kids followed. 3 key variables: Poverty, disability & mothers' qualifications ... influence 5 key outcomes: verbal skills, non-verbal skills, maths, KS1 outcome and behaviour
Good parenting is beneficial but no compensation effect exists (little evidence) for those with disadvantaged background e.g. SES -> hence, very difficult to propel children out of circumstances just by being a good parent
Educational Attainment
KS2 (7-11yrs) 2016
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FSM pupils 21% points below the national average for reading, writing and maths (core skills)
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"Disadvantaged" means had FSM at some point in last 6 years, has been under care/ custody of the authorities for 6months+ . . . these guys have more detrimental effects throughout KS2 - 4
Social mobility
Ability to move freely between classes as life progresses i.e. opportunity to rise up the food chain
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Higher Education (Uni)
Noden Evidence exists that ethnic minorities are less likely to receive offers from Universities - even when gender, SES and school background are controlled for
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Guest speaker
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Case study: Aisha
Worked individually and didn't ask for help - her needs weren't immediately obvious. She was socially isolated and language barrier prevented proper integration
Interventions and home visits identified the language issues at hand... Then, assessments in Aisha's 1st language identified additional learning needs
Bridging the home-school gap: Father participated in English classes to ease communication and support the whole family better. Also, bereavement counselling helped the family deal with the loss of Aisha's mother
Educating Aisha about other people's cultures, religions and worldviews aided integration
Sadly, Prevent identified Aisha as a vulnerable child due to the fact that she wore a long skirt and hijab, was not integrated well and made a comment about "blowing up the school"
After further assessment, it was concluded that Aisha was not a threat/ had not been radicalised... and the differences between her and her peers were due to her unique background, learning needs and social limitations (language)
Father recognised duties to his children beyond food + shelter and family as a whole benefitted from intervention. Aisha's language skills improved greatly
? Were other kids educated about Aisha's circumstances/ was awareness raised and an effort made by other students to include her?
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