Dr Gurnam Singh, PL in Social Work, Co-Director Applied Research Group in Social Inclusion and National Teaching Fell

1. ‘Developing creative solutions to address BME student attainment that focus on pedagogy and institutional practices rather than student deficit’HEA Seminar, Canonbury Academy, London.11th November 2009 Dr Gurnam Singh, PL in Social Work, Co-Director Applied Research Group in Social Inclusion and National Teaching Fellow (2009) Coventry University.

2. BME student under-attainment – why? • Traditional (‘commonsense’) view – They lack ability, their culture is detrimental, their lifestyle is relatively dysfunctional/chaotic, they have problems with authority, ‘lower intelligence’. • Liberal view – They experience more disengagement, alienation, lack confidence and self-esteem, experience negative attitudes from some staff and students. • Radical view – Eurocentric curriculum, low teacher expectations, treated more harshly than white students, ghettoisation/segregation/streaming of students along ethnicity, labelling/‘othering’, poorer material conditions leading to low levels of social and cultural capital.

3. Learning the lessons from schools • The issue of BME underachievement in Schools has been the subject of considerable research, policy debates since the 1960’s. • Although patterns of underachievement have changed amongst different BME communities, underlying issue of racism in teacher/pupil interaction, school disciplinary mechanisms (school exclusions in particular), experiences of BME teachers, Eurocentric curriculum, discriminatory assessment, ‘language problems’ etc remain. • Ideas about white western superior normality and non-white (black/brown/yellow/red) ‘non-western’ biological, psychological and cultural inferiority and pathology have been the stuff of education. • Major policy shifts over the decades: • 60’s - Assimilation of ‘immigrant’ children – dispersal of children, mother tongue seen as a block to learning. • 70’s – Black children identified and treated as ESN (Educationally Sub Normal) – ‘Special needs’, special teachers (Section 11), • Late 70’s early 80’s – Multiculturalism – ‘Saris, Samosas and steel drums’. Mother tongue teaching. • Mid 80’s to 90’s – Rampton Report (1981) and SWAN Report (1985) State recognition of racism ‘as playing an important role in children’s and adult’s perceptions’ and that ‘all children in all schools should be made aware the multi ethnic nature of British society’ • Policy somewhere between multiculturalism and anti-racism.

4. Evidence from Secondary School • Black Caribbean and Black African children and children for whom English is an additional language make relatively greater progress during pre-school than White children or those for whom English is a first language (Sammons, 2002) • Indian and Chinese pupils are more likely to achieve the expected level compared with other ethnic groups at all Key Stages. On average, Black, Bangladeshi and Pakistani pupils perform less well than White pupils throughout compulsory schooling • Many children from minority ethnic groups are from lower socio-economic groups: over 30 percent of Pakistani and Black pupils are eligible for free school meals and over 50 percent of Bangladeshi, Gypsy/Roma and pupils of Travellers of Irish heritage are eligible for free school meals • While socio-economic factors explain a large part of inequality of attainment, there are still differences in attainment between ethnic groups amongst those pupils who are eligible for free school meals • Pupils for whom English is an additional language (EAL) perform, on average, less well than pupils whose first language is English. However, EAL pupils generally make better progress between Key Stages. Nonetheless, performance of EAL pupils varies by ethnic group, with Bangladeshi and Pakistani pupils doing less well than other groups, regardless of EAL status • Proportionately more Black, Pakistani and Bangladeshi pupils are recorded as having special educational needs compared to White, Chinese and Indian pupils • Black Caribbean pupils are around three times more likely than white pupils to be permanently excluded from school. There are proportionately more Black Caribbean and Black Other pupils in pupil referral units compared with the proportion of these groups in mainstream schools • Schools which successfully help minority ethnic children have strong leadership and strong systems, a culture of achievement with high expectations and intensive support for pupils and close links with parents (Bhattacharyya, G. Ison, L and Blair, M (2003) Minority Ethnic Attainment and Participation in Education and Training: The evidence. University of Birmingham, Department for Education and Skills )

5. Strategies for raising BME attainment in schools – research evidence • Successful LEA’s focus on Black Caribbean pupils’ attendance, support supplementary schools, provide mentoring and broad range of strategies for parent/community liaison and out reach and have excellent staff development opportunities. (Tikly, L (2002) Ethnic Minority Achievement Grant: Analysis of LEA action plans, DfES. • Strong school ethos based on high expectations of ALL pupils; strong leadership and systems; well-formulated action orientated policies built on solid values; culture of achievement; promoting intellectual engagement ; intensive support for pupils. (Ofsted (2002) Achievement of Black Caribbean Pupils: Good practice in secondary schools. • Ethos of respect with clear commitment to tackling racism . (Blair, M and Bourne et al (1998) Making the difference: Teaching and learning in successful multi-ethnic schools. DfES. • High expectations of BME pupils and effective teaching. (Ibid) • Good study support including out-of-school-hours learning, drop-in support, subject-focused support, sport and aesthetic activities show a significant positive impact (MacBeth, J et al (2001) The Impact of Study Support. DfES • Inclusive curriculum where BME’s experience, heritage and participation in British life is adequately acknowledged (e.g. Black history month, ‘mesmerising curriculum’) (ibid) • Diverse staff reflecting the pupil mix (Demie, F (2004) Achievement of Black Caribbean pupils: good practice in Lambeth Schools. British Edn Res Journal, 31,4.

6. What can we do as educators? • Understand our sphere of influence in tackling institutional racism as individuals and as members of collectivities. • Reflect on our own commitment to change – • How seriously do I take the issue? • How seriously does my course team, department, faculty, university take the issue and how is it framed (Distraction, Problem or Scandal) • Do I lose sleep over my students performance levels? • In annual quality returns simply note BME attainment levels and record concern, or do I identify actions taken/need to be taken? • Recognise our own contradictions i.e. In what ways do our actions and aspirations reflect and contribute to a reproduction of a racialised view of Higher Education Institutions (i.e. Do we publically say one thing but do/believe another?)

7. 5 Key Tips for Teachers • Understand the power and dynamics of self-image • Subtle messages can have more impact than dramatic overt ones. • Avoid at ALL costs giving any signals to BME students implying they may be deficient. • Considerable evidence that positive self image is associated with higher attainment. • Enable students to feel/experience success early on in their course.

8. 2. Recognise that teacher bias is real and take steps to reduce/eliminate this “There are many determinants of a teacher's expectation of her pupils' intellectual ability. Even before a teacher has seen a pupil deal with academic tasks she is likely to have some expectation for his behavior. If she is to teach a 'slow group,' or children of darker skin color, or children whose mothers are 'on welfare,' she will have different expectations for her pupils' performance than if she is to teach a 'fast group,' or children of an upper-middle-class community. Before she has seen a child perform, she may have seen his score on an achievement or ability test or his last years' grades, or she may have access to the less formal information that constitutes the child's reputation. (Rosenthal and Jacobson, 1968 p. viii). • Try to maximise ethnic mix in teaching and assessment teams • Invite reflection on potential teacher bias (e.g. Through peer review, external examiners, student feedback) • Diversify assessment methods.

9. 3. Counteract the ‘inverse support law’ • Provide proactive support for students. • Consider technological solutions e.g. Video capture, module guides/readers provision ICT equipment. • Manage expectations for equality. • Manage make-up of group work projects to avoid segregation in class.

10. 4. Develop inclusive student mentoring support services • Avoid any suggestion that academic support is only for ‘failing students’. • Recruit and train mentors from different backgrounds. • Most effective mentors are ones that facilitate best academic practices. • Use mentors to inform your pedagogical strategies.

11. 5. Avoid ‘dumbing down’ at all costs. • Do not take BME (or any students) students simply to ‘make-up the number’ • Celebrate the intellectual achievements of ALL communities. • Develop an inclusive curriculum that doesn't simply represent BME’s as victims . • Nurture critical thinking through a repertoire of dialogic, didactic, problem based and conceptual pedagogical strategies. • Reclaim intellectualism – develop your identity as critical transformative intellectuals. • Try to develop guided questioning strategies that engage students. • See teaching as a performance that seeks to inform and inspire, not impress and frighten.

12. Ultimately our conception of humanity and worth will impact how we respond to the issue of BME attainment. "A farmer went out to sow his seed. As he was scattering the seed, some fell along the path, and the birds came and ate it up. Some fell on rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow. But when the sun came up, the plants were scorched, and they withered because they had no root. Other seed fell among thorns, which grew up and choked the plants. Still other seed fell on good soil, where it produced a crop - a hundred, sixty or thirty times what was sown. (Matthew 13:1-9)