Exploratory Investigation of Drivers of Attainment in Ethnic Minority Adult Learners

Autor/inn/en	Frumkin, Lara A.; Koutsoubou, Maria
Titel	Exploratory Investigation of Drivers of Attainment in Ethnic Minority Adult Learners
Quelle	In: Journal of Further and Higher Education, 37 (2013) 2, S.147-162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.644777
Schlagwörter	Educational Attainment; Minority Group Students; Student Motivation; Learning Motivation; Foreign Countries; Questionnaires; Focus Groups; Ethnic Groups; Adult Students; Continuing Education; Achievement Gap; Cultural Influences; Role Models; Blacks; Teacher Attendance; Teacher Expectations of Students; Racial Bias; Religion; Mentors; Barriers; Mixed Methods Research; Africa; Asia; Bangladesh; China; India; Pakistan; Somalia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Schulische Motivation; Motivation for studies; Lernmotivation; Ausland; Fragebogen; Ethnie; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Weiterbildung; Cultural influence; Kultureinfluss; Identifikationsfigur; Black person; Schwarzer; Racial discrimination; Rassismus; Afrika; Asien; Bangladesch; Indien
Abstract	There is evidence that ethnic minority learners in further education in England either under-achieve or are under-represented because they face various inhibitors connected to their ethnicity. Motivators may be in place, however, which increase attainment specifically for some ethnic groups. This exploratory study intends to examine what works and what does not among South Asian (Pakistani and Bangladeshi heritage) females and black male adult learners in FE. A mixed-method study was carried out using questionnaires and focus groups with 68 ethnic minority students in three further education colleges in England. The combination of the results showed that being a member of a minority culture and/or religion may increase feelings of isolation in academic settings; teaching staff who are knowledgeable about the student's culture increase feelings of inclusion; and role models are crucially important. Results are discussed in light of British data of school experiences of ethnic minority learners. (Contains 2 figures and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10