Understanding Minority Ethnic Achievement
Abstract
Providing fresh insights and understandings about educationally ‘successful’ minority ethnic pupils, this book examines the views, identities and educational experiences of those pupils who are undoubtedly ‘achieving’, but who tend to remain ignored within popular concerns about under-achievement. Combining a broad analysis of minority ethnic pupils’ achievement together with a novel, detailed case study of an educationally ‘successful’ group, the British-Chinese, this book examines a fascinating angle on debates about the reproduction of social inequalities. In this thought-provoking and highly accessible book, the authors: review the theoretical and policy context to issues of ‘race’, gender, social class and achievement discuss the role of teachers and schools explore Chinese parents’ views of their children’s education and explain how these families ‘produce’ and support achievement investigate British-Chinese pupils’ views on their approaches to learning and their educational identities examine the relationship between aspirations and educational achievement consider the complexity and subtlety of racisms experienced by ‘successful’ minority ethnic pupils. This timely and authoritative book contributes to the ongoing debates about levels of achievement among minority ethnic pupils and is an essential book for all researchers, students, education professionals and policy-makers.
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The two young men have clearly experienced the well-documented stereotypical assumptions of Chinese students that they are good at maths and science.
“The two young men have clearly experienced the well-documented stereotypical assumptions of Chinese students that they are good at maths and science (Archer and Francis 2006).”
From Translanguaging as a political stance: implications for English language education (2022) · cites this paper as Archer and Francis 2006
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“…of ethnic minority families; differences in immigrants’ cultural and linguistic backgrounds from those of the majority, and the persistence of discriminatory practices in national educational systems (Archer and Francis 2007, Collier and Thomas 2002, Ferguson 2001, Tenenbaum and Ruck 2007).”
Background
- Authors
- Archer, L., & Francis, B.
- Affiliations
- King's College London (GB)
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2006-09-25
- OpenAlex
- W4205720641
- Cited by
- 116
- References
- 0
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 6 · 2023: 8 · 2022: 4 · 2021: 5 · 2020: 3 · 2019: 9 · 2018: 6 · 2017: 9 · 2016: 4 · 2015: 9 · 2014: 6 · 2013: 10 · 2012: 6
- FWCI
- 3.64
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Sociology and Political Science › Social and Cultural Dynamics
- Social Sciences › Education › School Choice and Performance
- Keywords
- ethnic minority students, academic performance, educational inequality, racism in schools, parental involvement, educational aspirations, educational identity, teacher role, Chinese parents
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