Using Kunming, the capital of China's southwest Yunnan Province, as an example, this mixed-methods research examines three interacting dimensions of social change in…
Using Kunming, the capital of China's southwest Yunnan Province, as an example, this mixed-methods research examines three interacting dimensions of social change in contemporary China: migration, ethnicity, and education. In particular, it sheds light on the issue of educational achievement of migrant children, especially children of ethnic minority background. The quantitative portion of the study is based on data gathered from over 700 sample students, teachers, and principals who participated in the “2008 Kunming Migrant Children's Survey.” A two-level hierarchical linear modeling (HLM) is employed to identify student- and school-level factors and to estimate the impacts of these factors on migrant children's academic achievement. The qualitative portion of the study is based primarily on the data collected through in-depth individual interviews and focus-group discussions with 97 migrant students, teachers, and school principals from 10 government and nongovernment migrant children's schools in Kunming between 2008 and 2009. The qualitative and quantitative results highlight four interrelated groups of educational barriers experienced by migrant students in pursuing compulsory education: institutional, socioeconomic, cultural, and psychological barriers. In particular, cultural and psychological barriers, including difficulty in school adaptation, low self-esteem, lack of family support, and discrimination against ethnic minorities due to their different religious beliefs and ethnic traditions, are found to have exerted particularly significant negative influences on academic achievements of ethnic minority students.
This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic…
This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic minorities. It focuses on the accommodation of children’s diverse backgrounds within the s 31(2) threshold and s1 “best interests” stages of intervention under the Children Act 1989. First, it introduces the ethnic child protection penalty as a new tool for capturing the complex nature of overrepresentation of these children. Second, it proposes a framework for understanding the judicial approach in higher court decisions on the current extent and nature of accommodation. Third, it employs the penalty concept to help explain why case law analysis reveals difficulties with the current factor-based approach, whereas empirical research suggests generally satisfactory accommodation in practice. It concludes by proposing a contextualized framework for decision-making in relation to child protection.
Research has highlighted problems in accessing mental health services for people from minority ethnic groups. Much of this literature is focused on adults. The Minority…
Research has highlighted problems in accessing mental health services for people from minority ethnic groups. Much of this literature is focused on adults. The Minority Voices study aimed to identify and describe the perceptions and use of mental health services from the viewpoint of black and minority ethnic (BME) young people aged between 12 and 25 in England and Wales, and to examine initiatives designed to improve the access to, and acceptability of, services for these young people. It used a mixed methods approach, including a literature review, national service mapping, in‐depth interviews and focus groups in four sample areas and action research in preparing materials designed by BME young people. A number of issues that impede access to services, and that are specific to them, were identified and explored with young people from BME groups. These include concerns related to discrimination and racism, confidentiality, family and community pressures, uncertainty about any help they may receive, and marked fears of the stigma that surrounds mental health difficulties. Within services, a lack of capacity of targeted services and of cultural competence were highlighted. The research concluded that there is a need to improve awareness of mental health and information about services among BME communities, and for child and adolescent mental health services (CAMHS) to work with these communities to explore ways in which acceptable and appropriate mental health expertise can be made more readily available through both informal and mainstream provision.
This publication is based on a research thesis which examined self‐help ethnic minority organisations and their activities in order to construct an accurate picture of the…
This publication is based on a research thesis which examined self‐help ethnic minority organisations and their activities in order to construct an accurate picture of the library and information needs of their members. It identified the kinds of co‐operation that existed between self‐help ethnic minority organisations and public libraries and other relevant official agencies. A series of models for co‐operation that could take place between public libraries, other relevant agencies and self‐help organisations was constructed.
This paper focuses on recent research and a series of field studies looking at the issue of learning difficulties among the Black and minority ethnic population. The research considers the hypothesis that Black and minority ethnic people experience the same levels of learning difficulty as the rest of the population. Some studies suggest that general prevalence may actually be higher, and that multiple incidence may be more frequent among certain minority ethnic communities. The literature indicates that Black and minority ethnic communities are much less aware of what services are available, take‐up is lower still, and there is a common view that services are unwelcoming or inappropriate.
This paper discusses the relationship between minority ethnicity, well‐being and children's social capital in the light of data from a qualitative study on social capital…
This paper discusses the relationship between minority ethnicity, well‐being and children's social capital in the light of data from a qualitative study on social capital among 32 British Punjabi primary school children. Through a broad overview of social capital literature on ethnic minorities and children's welfare, the case is made for placing children's well‐being in a contextual framework that acknowledges the variety and wealth of children's everyday experiences. Looking at the children's social networks and future aspirations, the discussion will draw out ways in which social capital processes interact with other aspects of children's identity, including ethnicity and gender, from a child‐centred perspective. Finally, some exploratory ideas are offered as to how bonding processes may affect children's psychological well‐being, and how they may be viewed through the concept of ‘emotional capital’.
The Building Bridges service was implemented as the result of an assessment of the psychological and mental health needs of black and minority ethnic children and families…
The Building Bridges service was implemented as the result of an assessment of the psychological and mental health needs of black and minority ethnic children and families in Liverpool. This article describes the development of the service, and draws links between the existing literature, government legislation and implications for CAMHS.
The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged…
The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13 and 18 years attending schools in the Nordic countries.
This paper was opted for a literature review of 23 peer-reviewed quantitative articles published between 1999 and 2014. The analysis entailed protective factors at both the personal and environmental levels in ethnic minority children.
Some minority children’s school performance may be just as good if not better than majority children when having similar or even lower socioeconomic status than majority children. Protective factors at the personal level included working hard, having a positive attitude towards school, and having high educational aspirations. Protective factors at the environmental level included supportive school systems, supportive schools, and supportive networks including parental qualities and support. The findings are comparable to the findings outside the Nordic countries with one exception; minority children in the Nordic countries performed better than expected despite socioeconomic disadvantages.
Protective factors affecting academic resilience need further attention in a time with an increased global migration. Research implications may be related to how schools and policy makers develop supportive school systems, supportive schools, and supportive networks to contribute to making a difference for minority children’s educational opportunities in the Nordic countries.
Academic resilience is a relatively new research field in the Nordic countries. This review is the first review which has summarised and analysed existing findings on academic resilience in the Nordic countries in minority children.
This article is based on a contribution to a national conference held in April 2003 entitled ‘After Victoria: Learning from Experience and Research’. It aims to look…
This article is based on a contribution to a national conference held in April 2003 entitled ‘After Victoria: Learning from Experience and Research’. It aims to look beyond the focus of child protection in the Laming Report (2003), and suggests that the goal of inter‐professional care in ethnically diverse communities may encounter some particular barriers because of race. The article's purpose is to evaluate critically, against established research evidence, what impact ethnicity had on the way Victoria was perceived and assessed by the different professionals and organisations involved in her short life in England, before she died. The themes include the problems of working with individuals and families who are not habitually resident in the UK, the complexities of challenging people from minority ethnic backgrounds, the difficulties of using interpreters, the challenges in assessing minority ethnic families, and intra‐ and inter‐agency tensions in work with such families. All these themes are contextualised within the evidence available in the Laming Report. The article is intended to help organisations and staff understand some of the complexities concerning ethnicity and collaborative working, with the hope of an improvement in practice and policy.
Library services to meet the needs of ethnicminority groups are described, along with theguidelines within which librarians operate inthe development of multicultural…
Library services to meet the needs of ethnic minority groups are described, along with the guidelines within which librarians operate in the development of multicultural library services. The needs of ethnic minority groups are identified and the ways in which these needs can be met by the public library are demonstrated.