Memorandum submitted by the Inter-Agency
Forum hosted by National Children's Bureau
National Children's Bureau is organizing an
invited seminar of practitioners, academic and policy makers,
to be held on 24 March at City Hall, the GLA Head Quarters in
London. The aim is to explore why some children from black and
minority ethnic backgrounds achieve well at school, but why many
do not reach their potential. The seminar falls after the date
for submissions to the committee, but the outcomes can be shared
with the Committee at a later date if required.
The Inter-Agency Forum is a pan-organisational
forum committed to ensuring that the views and experiences of
black and minority ethnic young people in the UK are represented
in national policy development. The Forum consists of members
from:
Africans Unite Against Child Abuse
Children's Rights Alliance
Black Training and Enterprise Group
Federation representing the Needs of Black
and South Asian Drugs and Alcohol Professionals, Misusers and
Communities
National Chiildren's Bureau
REU formerly known as the Race Equality Unit
West Indian Standing Conference
1. Although the aspiration to improve the
levels of achievement of all young people is admirable, the Forum
believes that there needs to be clear acknowledgement of the particular
issues facing many Black and minority ethnic (BME) young people.
Certainly, there needs to be recognition of the impact of racism
and discrimination, both experienced and perceived, on BME young
people and their perception of the role and opportunities provided
by formal education.
2. Education, Attainment and Employment:
BME young people are currently more likely to
participate in higher and further education than young white people,
often concentrated in vocational courses. Berthoud's analysis
of the Labour Force Survey and the Family Resources Survey shows
that at all ages until 20, minority ethnic young people have higher
staying on rates than white young people (1999), and the same
seems to be the case for Black and minority ethnic looked after
and disabled young people (Butt, 2000). What is clear, is that
this commitment to education does not seem to result in better
qualifications.
3. At 16 years old, there are well-documented
differences between ethnic groups. Ethnic communities tend to
achieve both the highest and lowest attainment, with Chinese and
Indian young people gaining better GCSE results than White students,
and African, Bangladeshi, African Caribbean and `Black Other'
students fairing worse (Coleman, 1999). By the age of 21, 64%
of white young people in education had gained a degree compared
to 44% of Indians and 28% of African Caribbean young people. (Berthoud
1999). While attainment of qualifications is improving for most
groups, this is not the case for Caribbean men in particular,
for whom a dramatic decline is occurring.
4. The link between undertaking further
education, obtaining qualifications and obtaining well-paid employment
is not necessarily a straightforward one for many BME young people.
According to the Social Exclusion Unit (SEU) Report in 2000, "being
from a minority background reduces people's chances of employment
at all levels of qualification". Reports continually highlight
the impact of ethnicity on employment opportunities. The income
of black and minority ethnic families is lower than their white
counterparts, both Caribbean and African young men earn only 65%
of what white young men earn and even when doing the same job,
earnings are lower. The SEU highlighted the fact that an African-Caribbean
graduate is twice as likely to be unemployed as a white person
with A-levels, and African men with degrees are seven times more
likely to be unemployed than white male graduates.
5. In addition, changes have taken place
in the labour market since the 1970s that have led to greater
instability in the job market and increased levels of unemployment.
Of course this has implications for all sections of society, but
has clearly impacted on young people in terms of their expectations
and aspirations, and in delaying economic independence. Between
1984 and 1997, the numbers of young people aged 16-24 in the labour
market shrunk by almost 40% (Coleman, 1999). A proportion of these
young people can now be seen in unemployment figures, however
there has also been a growth in government sponsored job training
schemes (YTS and the New Deal), and a large growth in young people
in higher education. In addition, traditional sources of employment
for men have decreased whilst new opportunities for work have
opened up for women.
6. These factors have all impacted on the
experience of black and minority ethnic young people, along with
the experience of discrimination and institutional racism. The
evidence already presented about education and attainment has
a clear link to what is experienced in terms of employment. Young
people, aged 16-24, from all ethnic groups are more likely to
be unemployed than white young people—36% for black Caribbean
young people, 31% for Pakistanis and Bangladeshi young people,
26% for Indian young people compared to 14% for white young people
(ONS 1998). Berthoud's study looking at Caribbean young men notes
that at the age of 21, 5% of white men are unemployed compared
to 17% of African Caribbean young men. Even more worryingly, Caribbean
young men who completed their education at 21 were experiencing
unemployment rates at almost the same level as white 16 year olds—despite
the additional five years invested in education. In addition when
applying for jobs white job applicants are three times more likely
to get interviews than those from Asian backgrounds with equivalent
qualifications, and five times more likely than African-Caribbean
people (CRE, 1996).
7. It is also worth noting that, where attempts
have been made to tackle the high level of unemployment amongst
young people, such as with the introduction of the New Deal by
the Government, not all groups of young people have benefited
equally. Black and minority ethnic young people have not engaged
in the programme and gained secure employment out of it in the
way that some white young people have (Black Labour Market News,
2000). Previous youth training schemes have been criticized as
having little relevance for minority ethnic young people, and
little impact on their employment levels. It must be recognized
that this may influence young people's perception of the current
programmes and their willingness to participate. Kalra, Fieldhouse
and Alam certainly found in their study of minority ethnic young
people avoiding the New Deal, that peer pressure and peer impressions
played an important role in influencing the young Pakistani and
Bangladeshi people participating in the survey.
8. It is evident that significant proportions
of African-Caribbean young people are not having their needs met
at school and are unlikely to achieve their full potential. The
school exclusion rate for this group of young people remains significantly
higher than for white pupils and research has suggested a number
of factors including racism, negative stereotyping, low expectations,
peer influences and "exhibiting culture specific behaviours"
contributing to the disillusionment. It is also important to mention
the challenges that migrant children face on arrival in the country.
For most of these children, the new life in this multicultural
society can present a variety of problems. These might include
linguistical differences, poor communication, identity crisis,
lack of acceptance by peer groups and also the lack of awareness
and understanding of the resident society's culture and values.
Added to this is the risk of bullying by other children due to
their perceived cultural differences.
9. The result is that for many BME young
people, the learning environment is not a supportive one and this
could seriously impact on their choices about further education.
Furthermore, a report by the University of Hull (2002) suggests
that the ConneXions service may not have the ability to engage
effectively with the most marginalized young people, particularly
those not in education, employment or training (NEET). A Dept.
of Education and Employment Report (1999) noted that 14% of Bangladeshi
and 9% of Pakistani young people were NEET, as opposed to 6% of
white young people.
10. The Curriculum:
The Forum welcomes a curriculum that is accessible
and challenging, responsive to the needs of all young people.
Although the amended Race Relations Act places a duty on schools
to promote racial equality, the Parekh Report (2000) notes that
guidance from the government on issues of equality and diversity
has, to date, been inadequate. Reports have revealed that anti-racist
and multi-cultural education has rarely been successfully realised,
often being piecemeal and sometimes divisive. The Forum believes
that a truly responsive curriculum will reflect the diverse social
and historical backgrounds and experiences of BME young people.
However, experiences of some Forum members in working with schools
around promoting race equality indicate that the commitment and
confidence of schools to tackle these issues is highly variable.
11. The majority of BME young people in
further education have been concentrated in vocational training,
which has often been viewed less favourably than traditional academic
qualifications. It is imperative that BME young people are supported
in accessing the full range of education and employment opportunities,
but in addition, lessons from previous training programmes be
acknowledged and learnt from. Troubling statistics from the Department
of Education and Employment and the SEU have shown that on the
New Deal for Young People programme it takes more job referrals
to move a young person from a minority ethnic background into
work than a white person. In addition, Black young people on Work
Based Training are likely to be at lower levels, and are less
likely to be in employment after training than white people. Kalra,
Fieldhouse and Alam's report on the New Deal in Oldham also questioned
the ability of New Deal to meet the needs of BME graduates unable
to access employment appropriate to their qualifications.
12. Advice, Guidance and Support for Young
People:
The Forum believes that BME young people should
have the opportunity to obtain support from a wide range of sources.
As noted above, the ConneXions service may not be the best-placed
agency to support some young people. The Forum believes that it
is imperative that local communities and community-based organisations,
including faith-based organisations, are engaged fully in the
process. Parental involvement can, of course, be invaluable, but
resources must be deployed in raising awareness among parents
and carers of the range of options available.
13. The Forum commends financial assistance
that enables young people who wish to, to continue their education.
Current evidence indicates that it those ethnic groups with the
lowest incomes, also have lower attainment levels in education.
Consistent, accessible means of financial support are essential
to redress the balance. The Forum has been notified of one college
that has established an "employability unit" to support
young people who are compelled to work as well as study. By helping
students to access higher paid employment, less hours are worked
and more devoted to study. This has made a significant difference
to students' ability to study successfully. Recent evaluation
of the Education Maintenance Allowance scheme has also suggested
that it makes a positive impact on young people's attendance.
The Forum urges the DfES to promote the sharing of all good practice
that makes a difference to BME students' lives.
14. Young People's Views:
The SEU Policy Action Team Report on young people
highlights the negative effects of failing to consult and act
on young people's views and experiences of services relevant to
them. For the reasons stated in the paragraphs above, education
is a very significant issue.
15. National Youth Agency:
In 2001, the National Youth Agency helped to
organise a series of events across the UK to bring together young
people from different Black communities to share their views on
a range of key issues. The young people felt that the curriculum
did not always reflect their priorities, and that this resulted
in disillusionment and alienation. These feelings could also be
compounded by poor media representation of black people, and witnessing
their own parents' experiences of discrimination in the job market.
16. Black Training and Enterprise Group:
Two events in London and Manchester, also in
2001, were organised by the Black Training and Enterprise Group.
The young people highlighted a number of barriers to achieving
the educational and training outcomes that they might want. These
included parental expectations, pressure to conform to "traditional"
gendered roles, with girls' careers seen as secondary to marriage
and child-rearing and lack of support and guidance about career
and education paths to pursue. They did not feel that they were
encouraged to explore options other than retail or manual work
for first or part-time jobs, and felt excluded from pursuing carers
in perceived white-dominated industries. However, the young people
were ambivalent about specialist agencies supporting Black people.
BTEG concluded that there needed to be greater collaborative work
between statutory organisations, educational institutions, black
organisations and employers to ensure that black young people
had full information about the potential routes they could take,
technical support to enable this to happen and an organisational
culture that supported their development.
17. Year 10 Students in Bedford:
In May 2002, two members of this Forum consulted
with a group of 12 Black young people about the current routes
available for them for further education and the proposals for
change. All the young people were continuing onto further education,
all through vocational courses. The key points relevant to this
consultation are as follows:
18. The young people did not feel that their
parents had influenced their choices, but some reported that their
parents had been pro-active in supporting the choices they made.
19. Their choices were influenced through
factors such as personal interests (sport, dance, music and hairdressing),
part-time work (health and social care) and through Careers advice.
However, they felt that the short time available after exam results
were announced made it difficult to change course if the results
were not as expected.
20. There were mixed views about the extents
of friends' and peer influence on choices. There was an initial
feeling that friends did not influence your choice of course,
but might influence the location where you take that course. One
young woman was concerned about feeling isolated at a particular
college. Another young man was reluctant to attend the school
six-form due to a negative relationship with a teacher.
21. There was mutual agreement that vocational
courses had the same status as A-levels.
22. The students certainly welcomed greater
flexibility within the curriculum, and felt that only English
and maths. should be compulsory. There appeared to be consensus
that learning a foreign language was not necessary.
23. Most of the young people felt that good
qualifications were necessary to attain a good job. One young
man considered the Modern Apprenticeship as a way of accessing
a job without qualifications. Another young man questioned the
definition of "a good job" and who decided what could
be considered a "good job". . . There was a suggestion
that careers advice should start earlier to allow the full options
to be considered.
24. The young people welcomed a curriculum
that combined work experience with school-based work. This was
in spite of the fact that few expressed positive views of their
work experiences. One young person described punching in numbers
for two weeks when he was supposed to learn basic office skills.
Another young woman worked shifts at a restaurant. The work experience
did not seem to relate to their future career interests, although
they acknowledged that this could not always be possible. One
young person described the work experience as the place you will
end up if you do not get qualified.
SOURCES
REU policy development information with reference
to:
— Berthoud, R (1999) Young Caribbean
men and the labour market: a comparison with other ethnic groups,
Joseph Rowntree Foundation, York.
— Black Employment Initiatives (May
2000) New deal and ethnic minority, issue 6/7, Black Labour Market
News.
— Butt, J (2000) Race Equality: Caribbean
young men, Research Matters.
— Coleman, (1999) Key Data on Adolescence,
TSA.
— CRE (1996) We Regret to Inform You:
testing for racial discrimination in youth employment in the North
of England and Scotland, Commission for Racial Equality, London.
— Office for National Statistics, (1998)
Social Trends 28 , The Stationary Office, London.
Additional information from:
Britton, Chatrik, Coles, Hylton, et al.
(2002) Missing ConneXions: The career dynamics and welfare needs
of black and minority ethnic young people at the margins The Policy
Press/Joseph Rowntree Foundation.
CRE (1998) Factsheet—Education and Training
in Britain. Commission for Racial Equality, London.
Kalra, Fieldhouse, Alam Avoiding the New Deal—A
Case Study of Non-Participation by Minority Ethnic Young People
Youth and Policy issue 72.
The Social Exclusion Office (2000) Minority
Ethnic Issues in Social Exclusion and Neighbourhood Renewal from
National Strategy for Neighbourhood Renewal.
February 2003
| 
