Description
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 childrens 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.
