Exploratory investigation of drivers of attainment in ethnic minority adult learners

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

'My language, my people': language and ethnic identity among British‐born South Asians

This study explores how a group of second generation Asians (SGA) understood and defined language, focusing upon the role they perceived language to have played in their identity. Twelve SGA were interviewed and the data were subjected to qualitative thematic analysis. Four superordinate themes are reported, entitled 'Mother tongue and self', #A sense of ownership and affiliation', 'Negotiating linguistic identities in social space' and 'The quest for a positive linguistic identity'. Participants generally expressed a desire to maintain continuity of self‐definition as Asian, primarily through the maintenance of the heritage language (HL). An imperfect knowledge of the HL was said to have a negative impact upon psychological well‐being. There were ambivalent responses to the perception of language norms, and various strategies were reported for dealing with dilemmatic situations and identity threat arising from bilingualism. Recommendations are offered for interventions that might aid the ‘management’ of bilingualism among SGA

Perceptions of 'coming out' among British Muslim gay men

The cultural processes of heteronormativity and compulsory heterosexuality are acutely active within Islamic societies. The present study explored perceptions of 'coming out' among a group of British Muslim gay men (BMGM), focussing upon the potential consequences for identity processes and psychological well-being. Ten BMGM of Pakistani descent were interviewed using a semi-structured interview schedule. Interview transcripts were subjected to interpretative phenomenological analysis and informed by identity process theory. Four superordinate themes are reported, including (1) 'social representational constraints upon "coming out"'; (2) ' "coming out": a source of shame and a threat to distinctiveness'; (3) 'fear of physical violence from ingroup members'; and (4) 'foreseeing the future: "coming out" as a coping strategy'. Data suggest that BMGM face a bi-dimensional homophobia from ethno-religious ingroup members and the general population, which can render the prospect of 'coming out' threatening for identity. Theoretical and practical implications of this research are discussed

Problems in cross-cultural research - From a Punjabi perspective.

Ghuman P.A.S. Problems in cross-cultural research - From a Punjabi perspective. In: Enfance, tome 33, n°4-5, 1980. Congrès international de psychologie de l'enfant. pp. 192-193