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Diversity in Education (Guest Speaker - Key Points (To be aware of…

- - - - 1951: Predominately white
      - 1996: 11% ethnic minority
      - 2016: 27.9% ethnic minority
      - Increase - due to higher birth rate in ethnic minoriteis
      - Country getting more diverse
    - - Single parent, adopted children, step families, same sex parents
      - More diverse + unique than ever before
    - - From 2001 to 2011
        
        Christians 71.7% > 59.%
        
        Muslims 3.0% > 4.8%
        
        No religion 14.8% > 25.1%
      - Changes in values
      - Variation
        
        London most diverse
        
        North East and North West highest Christian proportion
        
        Wales highest no religion proportion
    - - Inequalities = large in UK
      - Gaps in school entry and later years
      - Narrowed in recent years but still larger than past
      - Efforts to reduce should be from early childhood - arrive at equal footing + ensure school reduce not exacerbate
- - - - Democracy and justice
      - Rights and responsibility
      - Identies and diversity: living together in the UK
    - - Creating political citizens
      - Instilling social and moral norms
      - Promoting cultural integration and tolerance
      - Engaged, switched on citizens
      - Argue for the rights of self and others
  - - - Understanding of ho to influence democratic process
      - Freedom to choose and hold other faiths and beliefs protected by law - fundamental human rights
  - - - Herrera et al
      - Mentoring vs no mentoring
      - Year 1
        
        Better academically
        
        Positive perceptions of own abilities
        
        Report having 'special adult' in their life
      - However no improvements in classroom effort, global self worth, relationships with parents/teachers/peers, rates of problem behaviour
      - Not sustained 2nd year
- - - - Girls outperformed boys in reading/writing (8% gap)
      - Pupils eligible for free school meals (poverty) 22%pts below national average on combined reading, writing, mathematics measure
      - Disadvantaged (been on FSM/been in care at any points in last 6mnths) pupils 20%pts below
    - - Girls outperform boy by 8%pts
      - Chinese pupils 19.8%pts above national average
      - Pupils from black backgrounds 3.8%pts below national average
      - Pupils eligible for FSM 27.6% below all other pupils
      - Disadvantaged pupils 27.3%pts below - gap = growing
  - - - Limited downward mobility of socially advantaged children who have ow cog attainment at age 5
      - Low = attainment still good despite poor skills - glass floor
      - Limited upward mobility of socially disadvantaged children who have high cognitive attainment at age 5
      - High = despite being cog able not translated - glass celing
      - Think high cog skills would help disadvantaged move up
      - Advantaged - families affluence to support education e.g. uni
  - - - Nodel et al
      - Sig lower rates for the main ethnic groups when social characteristics were taken into account
    - - General academic motivation
      - Likelihood of friends attending
      - Perceptions of family views
      - Science SATs scores
    - - Widening participation intervention on attitudes of young people towards higher education
      - Attainment scores = sig positively correlated with widening activities - aimed at increased participation in higher ed, attitudes towards uni, academic motivation
      - Attainment = negatively correlated with perceptions of family attending uni + identification with family
      - Students in yr10 = sig more -ive on most factors
- - - - Links to Ed Act 2002 + Race Relations Amendment Act 2000
    - - Common vision
      - Sense of belonging by all communities
      - Similar life opportunities for all
      - Strong and positive relationships exist and continually developing
    - - Teaching, learning and curriculum
        
        Helping children learn to understand others and value diversity
        
        Promoting shared values, awareness of human rights
        
        Developing skills of participation and responsible action - e.g. volunteering, being responsible citizens
      - Equity and excellence
        
        Ensure equal opportunities for all to succeed - reducing gaps proactively
        
        Removing barriers to access/participation in learning & wider activities
        
        Eliminating variation in outcomes for different groups - making links
      - Engagement and extended services
        
        Provide reasonable means for children, friends and families to interact with people from different backgrounds
        
        Links with different school/communities;extended services; opportunities for activities and services that build positive interaction
    - - Prejudice
      - Funding
      - Group Idenity
      - Parents vs teachers
      - Language