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Factors that promote high post-16 participation of some minority ethnic groups in England: a systematic review of the UK-based literature

The aim of the article is to identify those factors that drive the high participation in immediate post-16 and high... Show more
The aim of the article is to identify those factors that drive the high participation in immediate post-16 and higher education of some minority ethnic groups in the UK. What could we learn from these examples to encourage higher aspirations more generally? The article reports a summary of a formal and systematic review of 1678 studies dated 1997 to 2007, from which 23 emerge as relevant, of at least medium weight in terms of evidence, and meeting other inclusion criteria. These studies suggest a number of factors that can influence aspirations, but which either apply to all ethnic groups, such as family background, or whose role is unclear, such as prior aspiration. Perhaps the major factors identified that are open to change within education are teacher expectations, experience at school, and peer influence. The article ends by summarising some possible implications for policy, practice and future studies.
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Authors: See, Beng Huat; Torgerson, Carole; Gorard, Stephen; Ainsworth, Hannah ... [+] Show more

Date: 2011

Geographic subjects: England; Great Britain; Europe

Resource type: Article

Journal title: Research in post-compulsory education

Subjects: Higher education; Teaching and learning; Participation ... [+] Show more
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Adult literacy and numeracy interventions and outcomes: a review of controlled trials

This report presents a series of linked reviews undertaken by the National Research and Development Centre for Adul... Show more
This report presents a series of linked reviews undertaken by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). The reviews are: (1) an expert review; (2) a scoping review; (3) a systematic review of randomised controlled trials (RCTs); and (4) a systematic review of controlled trials (CTs). The reviews have been designed to address the current lack of systematic reviews of all the randomised controlled trials (RCTs) and other controlled trials (CTs) in the area of adult literacy and numeracy. The expert review complements the scoping review and the two systematic reviews. The latter three reviews sought to identify which factors in teaching adult literacy and numeracy caused learners to make progress in learning. Few clear pedagogical recommendations resulted. As a result, the expert review investigates a broader range of evidence: (1) those based on randomised and other controlled trials; (2) those based on correlational evidence; and (3) those based on researchers' and other experts' judgements. It is designed to assess whether any rigorous evaluations have been undertaken of interventions that could be implemented and to inform the research agenda for future RCTs or CTs that may be used to evaluate interventions in adult literacy and numeracy. The overview of all the experimental research in the fields of adult literacy and numeracy since 1980 identified only six studies out of a total of 36 trials demonstrating a statistically significant positive outcome for the intervention. There is some evidence that adult literacy and numeracy programs are effective although this finding may be 'undermined by the presence of substantial publication bias'. Because of the dearth of efforts to subject common adult literacy or numeracy programs to rigorous evaluation, it is difficult to formulate recommendations as to the kind of adult education, in terms of policy and practice, that should be encouraged. In contrast, however, the review does provide a strong direction for educational researchers. It is suggested that, because of the present inadequate evidence base, rigorously designed RCTs are urgently required. Show less

Authors: Torgerson, Carole; Brooks, Greg; Porthouse, Jill; Burton, Maxine ... [+] Show more

Corporate authors: National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC)

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Series name: NRDC research review

Subjects: Literacy; Numeracy; Evaluation ... [+] Show more
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What are the factors that promote high post-16 participation of many minority ethnic groups?: a focused review of the UK-based aspirations literature

The desire to widen participation in formal post-compulsory education and training is a policy agenda common to mos... Show more
The desire to widen participation in formal post-compulsory education and training is a policy agenda common to most developed countries, and political attention in the UK has largely focused on young (potential) students aged 16-21. Given that some minority ethnic groups have higher rates of participation in the UK at both age 16 and 18 than both the majority white cohort and some other minorities, identifying potential determinants could lead to a method of increasing participation for all. The overall aim of this review, therefore, was to determine the factors that drive high post-16 participation of many minority ethnic groups. There were 23 studies included for in-depth analysis. These examined relationships and/or statistical analyses with regard to the factors that could be instrumental in determining young people’s views about post-16 participation by considering a variety of variables. Differences between ethnic groups are largely explained by differences in cultural attitudes towards education in general and higher education in particular. Minority ethnic groups with high participation tend to have a high cultural awareness of the value of extending young people’s education.
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Authors: Torgerson, Carole; Gorard, Stephen; Low, Graham; Ainsworth, Hannah ... [+] Show more

Corporate authors: University of London. Institute of Education. Social Science Research Unit. Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre)

Date: 2008

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Series name: EPPI-Centre report

Subjects: Youth; Participation; Demographics ... [+] Show more

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Factors that promote high post-16 participation of some minority ethnic groups in England: a systematic review of the UK-based literature

Adult literacy and numeracy interventions and outcomes: a review of controlled trials

What are the factors that promote high post-16 participation of many minority ethnic groups?: a focused review of the UK-based aspirations literature