Factors Affecting Ethnic Minority Progression to University

Factors Affecting Ethnic Minority Progression to University It has been established that there is a very close connection between education attainment and upward social mobility (Ball 2010), hence, it is not unusual for ethnic minority to desire an upward social mobility and avoid discrimination in the work place, through the mechanism of obtaining higher qualification. However, this can be elusive as there are challenges that are capable of limiting the process or perhaps terminate the hope of obtaining higher qualifications. This commentary aims to discuss some the factors that affects the progression of ethnic minority children to higher education, in doing so attempt will be made at explaining the concept of race and ethnicity. Race and ethnicity Although it seems convenient to describe a person race based on certain physical characteristic, such as, colour of skin. However, there is no scientific basis for this classification, because there is no specific gene that distinguish a person of colour to white, classification is the based on people desire. According to Sternberg, Grigorenko et.al, the concept of race is not scientific but rather a social construct, it does not have any place in the genetic sequence (Sternberg, Grigorenko et al. 2005).ÂÂ   Even though, the concept of race is unscientific it does have factual consequences according to (Walters. 2012), as people face what is called racial discrimination, segregation among other things. In order to define ethnicity, it is vital to describe the characteristics makers of ethnic group, as well as determining if these characteristics are permanent (Cartrite 2003). Defining ethnicity is a complicated issue, as there is no consensus among political scientist as to what the makeup of an ethnic group is (Cartrite 2003). Ethnic group refers to a social group that share common and distinctive culture, religion, language, ancestry or the like (Dictionary.com). Ethnic minority denotes a group of people distinguished from the social mainstream, those who hold the majority spots of social supremacy in a society, and possibly will be definite by law (Wikipedia). The classification is based on some of the characteristic described in the definition of Ethnic grouping.ÂÂ   Ethnic group in the UK according to 2001 are white, black, Asian, mixed, Chinese and other. The word race and ethnicity are commonly used interchangeably, but they do not mean the same thing, as said earlier race is an artificial concept with factual reality, while ethnic group might be a real concept. Race equality and education policy The government have put in place a number of policy to address the issues relating to race, equality and education as it relates to ethnic minority. However, the wording of some of the policy are problematic, for example 1976 Race Equality Act, because it sounds like it is promoting a concept that is designed to crate division. The 1976 Race equality act makes it unlawful for any school to discriminate against any pupil because of their ethnic background as well as Crate Commission for Racial Equality (CRE). This was in attempt to stop the exclusion ethnic minority from education. In 1985 the swan report make recommendation that the inclusion of multicultural perspective in the curriculum in all the schools (Swann 1985). 2004 Higher Education Act Introduces further changes that offer more support particularly to students from lower economic background, this is to allow those children from poor social economic background go into university (Barr 2004). Various policies brought in by t he government to limit discrimination and encourage Ethnic Minority participation in education are not sufficient and has not eliminated the fear of going into debt among ethnic minority. Afro- Caribbean (AC) education experiences It is worth noting that most journals and articles tend to concentrate on concentrate on AC as the ethnic minority, according to department of education black Caribbean are 3 to 4 times likely to be excluded from school. AC often have problematic connection with teachers in school, as they are seen as threatening. They tend to apply to higher education while in employment at an older age compared to their white counterparts (Stoll, Bolam et al. 2006). According to the system every Child is important, however, the failure and social exclusion of Black children is a norm which suggest that they matter, but not as much. It might be necessary to employ personalisation so as to enable Black pupils to fulfil their real potential, this will not be possible as long as teachers opinion is formed by hidden bias (Stoll, Bolam et al. 2006) Key factors affecting the progression of ethnic minority into higher education language barrier Favourable cultural capital can be traded for more prospects.The most valued cultural capital is usually linked to that which prevailed in society which is a source of social inequality (Szeman and Kaposy 2010). Some ethnic minority may not be opportune to possess the cultural capitals that are valued in society, most migrant parent ideally has foreign cultural capital and probably poor English, that may result in low expectation and wages. However, the real problem is that universities tend to not that into account other cultural capitals (Dickinson, Griffith et al. 2012). Aspiration This is the key to success as it determines engagement and efforts. Due to high aspiration ethnic minority children tend to remain in full time education beyond the age of 16 in compares to their white counter part (Owen, Green et al. 2000). According to Connor et al, ethnic minority children punch above their weight when their percentage representative in university is compared to that of the general population (Connor, Tyers et al. 2004), It can be said that high aspiration among ethnic minority is responsible for this, because according to a study by university of Bristol 90 % of ethnic minority children aspire to stay in education beyond the age of 16 compared to 80% of their white counterpart (Wilson, Burgess et al. 2006) Social economic factor Poverty does reduce the chances of doing well in school, hence, cost and fear being in debt can be a factors capable of limiting ethnic minority progression into higher education. ethnic minority child that comes from a poor social economic background does face an uphill battle of trying to avoid getting into debt as a result of going into university. Due to their social economic background it is quite possible for their parents to not to be educated themselves, hence, they may not understand the value of education. conclusion although there are numerous factors that have the potential of limiting ethnic minority children from progressing into higher education, but there is no sufficient evidence to suggest that any of the factors, is a deterrent individually, however their collective effect is yet to be determined, it is also worth mentioning that high aspiration tend to be a major factor that enhances their chance of progression. According to Gillborn (2008) underachievement among ethnic minority may be caused by inadequate cognizance of policy-makers concerning the outcome specific policies will have groups References Ball, S. J. (2010). New class inequalities in education: Why education policy may be looking in the wrong place! Education policy, civil society and social class. International Journal of Sociology and Social Policy 30(3/4): 155-166. Barr, N. (2004). Higher education funding. Oxford review of economic policy 20(2): 264-283. Cartrite, B. (2003). Reclaiming their shadow: Ethnopolitical mobilization in consolidated democracies. Connor, H., et al. (2004). Why the difference? A closer look at higher education minority ethnic students and graduates. Institute for Employment Studies research report(552). Dickinson, D. K., et al. (2012). How reading books fosters language development around the world. Child Development Research 2012. Owen, D., et al. (2000). Minority ethnic participation and achievements in education, training and the labour market, DfEE Publications. Sternberg, R. J., et al. (2005). Intelligence, race, and genetics. American Psychologist 60(1): 46. Stoll, L., et al. (2006). Professional learning communities: A review of the literature. Journal of educational change 7(4): 221-258. Swann, B. M. S. (1985). Education for all: The report of the committee of inquiry into the education of children from ethnic minority groups, HMSO. Szeman, I. and T. Kaposy (2010). Cultural theory: an anthology, John Wiley Sons. Wilson, D., et al. (2006). The dynamics of school attainment of Englands ethnic minorities.

Eastern Religious Philosophy Quotes

The first quotation that I would like to discuss is Buddhism: Siddhartha Gautama. Siddhartha was a great figure because one day on a trip to the city, he discovered that many people with in the city were suffering. He wanted to know why people had suffered that way they did so he chose to leave his life of luxury, abandon his family and live in the woods as one of them for several years. When doing he so he came to the conclusion that suffering can be avoided. He explains that ignorance and selfishness causes suffering. Suffering is in part with Karma which means â€Å"action† or â€Å"deed†, karma reflects in the later life through the actions or deeds done right now. Quote: â€Å"All wrong-doing arises because of mind. If mind is transformed can wrong-doing remain? † I like this quote because a person does have a choice to change their selfish ways, by understanding how it affects people, and how ignorance and selfishness can be locked away permanently through cleansing of the mind. Lao Tzu- â€Å"To know that you do not know is the best. To pretend to know when you do not know is a disease. † He believed that even the wisest if humans is still ignorant, and this quote show some reflection on that thought process. Tzu was very interested in how we should live ad different ways that a good society is governed. The quote reminds us that we can always be open to learning and discovering even when we think we have mastered something! Another thing that I would like to add is that Tzu believed that all enduring change is brought by weakness and not by strength; by submission and not intervention. I feel that this means people bring about change on themselves. Selfishness and ignorance can blind us and we eventually have to submit to change. There were three great systems of thought dominate Chinese civilization: Confucianism, Taoism and Buddhism. The predominant system is the one founded by Confucius. He loved to learn and sought a better way and order of doing things. He believed that learning and knowledge must in a way be practical. Confucius – â€Å"What you do not want done to yourself, do not do to others† Confucius taught that to establish one’s own humane character was important and could be done by following positive role models from the past. People can always better themselves through learning and servicing others. It makes sense that a man who believes these principles would quote such a simplistic, yet profound statement. I chose this quote because it makes a huge point. I feel that this quote is related to karma in a way. I say this because things that a person does to another, can be done right back to them now or in the future. Mencius â€Å"Seek and you will find, neglect and you will lose it† According to Mencius, he believed that the natural goodness of humans was perverted by circumstances. On the other hand he still believed that a person still had time to change their ways. He felt that every person had the potential to set aside the selfish ways, but in order to change they have to recover the lost mind and the forgotten heart. It is a matter of thinking naturally and following intuition and conscience.   

Exercises Essay

I think it is an appropriate metaphor. Brain has the faculty of talking, laughing, crying, thinking and so forth. Without brain, human cannot exist. In the similar way, engine performs all the functions in the vehicle. The car is consisted of more than 20,000 parts. Even though it is not small number, it is nothing when it compared to the human neuron system. Anyway, neuron system is controlled by brain, of course, car parts are controlled by engine. Therefore, when there is a little bit damage at any part of the brain, specific features cannot be operated. It is the same story about the vehicle. There are four evidences. First, if placing an object in the sprit brain patient’s hand, left-right asymmetry observed. Second, when showing an image in the sprit brain patient’s visual field, the asymmetry is observed. Third, dichotic listening test shows language is lateralized. Left hemisphere is superior for linguistic stimuli such as syllable however right hemisphere is superior for nonverbal stimuli such as environmental sounds. Finally, the corpus callosum makes the two halves become two different mental spheres. The answer is NO. The evidence is provided by the patterns of neuronal activity in people reading different kinds of writing. For instance, Japanese language has two systems of writing. One is kana which is based on the sound system of the language. The other system, kanji, is not based on that system. Japanese with left hemisphere damage are impaired in their ability to read kana, while people with right hemisphere damage are impaired in their ability to read kanji. Plus, experiments suggest that the right hemisphere is better and faster than the left hemisphere at reading kanji, and vice versa.

Lee Vs. Grant A Comparison Of American Heroes - 964 Words

Lee V. Grant a Comparison of American Heroes By the end of the Civil War, much of the country thought of General Robert E. Lee and General Ulysses S. Grant as personal heroes. Despite the outcome of the war, both the Union and the Confederates looked towards their leader with admiration. Both men were viewed as spectacular fighters, who were smart and strategic during the war. However, despite similarities between the two Civil War generals their differences in background experiences, personality traits, and personal underlying aspirations made them not only opposites of each other but the perfect champion for the people they were chosen to lead. Even though Lee and Grant both attended the US Military Academy at West Point, the backgrounds that sent them there as well as the events upon leaving differ greatly. The childhood experiences that worked to mold the two different individuals into men were completely different. Lee was the fourth of child of Ann Carter and Colonel Henry Lee, a poor Calvary leader during the Revolutionary War and an ex-Governor of Virginia. Despite being raised with the elite Lee worked hard but still had little money for college. He was left to follow father’s footstep in the military by attending West Point Academy (PBS.org 1). Grant was born Hiram Ulysses Grant to Hannah and Jesse Grant, a tanner. He failed at almost everything he attempted including chores. His only exception was his interaction with horses. 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