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The problem approach is used in this thesis. An analysis of the problem is made in the Introduction. The change refers to the development of a multi-cultural society in Britain. The arrival of parents with different language and culture from the Greek and Greek Cypriot community, who wish to maintain their Greek identity is examined as the specific change. The no-change is related to the English education system which is seen as transmitting an English culture. The problem is, how to accommodate the wishes of Greek parents while maintaining an English ethos. The lack of response of English primary education to such demands between the years 1902-1980 is examined. The Greek supplementary schools in Britain are seen as the proposed solution to the problem. Chapter I deals with the development of the Greek community in Britain since 1955 and the demands for the maintenance of a Greek identity. In Chapter II the lack of change in English primary education to meet the educational needs of children from the various ethnic groups is analysed. Chapter III analyses multi-cultural education policies related to primary education since the 1960s. The policies of the D.E.S. at national level and two LEAS (ILEA and Haringey) are examined. Chapter IV deals with the study of aims, administration, finance and structure of the Greek supplementary schools in Britain. Chapter V examines the curriculum and Chapter VI deals with the teachers of these schools. Chapter VII presents the responses to Greek supplementary schools from Greek and Greek Cypriot groups and organisations in Britain as well as the responses of the Ministries of Education in Cyprus and in Greece. Finally chapter VIII presents the responses to these schools by English educational authorities (including DES, Schools Council, NUT, ILEA, Haringey LEA) and of teachers in a selected number of schools in Haringey.

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The British population is made up of three main ethnic groups: Caucasian, Afro- Caribbean and South Asian. The history of Britain is littered with a series of invasion and colonisation events, potentially resulting in a variety of different genetic influences shaping the native population. More recent immigration trends have lead to over 11 million people within the UK describing themselves as belonging to an ethnic minority. The aim of this research is therefore to characterise these three population groups for a series of genetic markers, in the process gaining an insight into the genetics and origins of the individuals within these groups and ultimately developing a robust population-of-origin classification system for a DNA sample of unknown origin. To this end, three distinct areas of the genome were investigated. This comprised the development of a suite of PCR multiplex reactions to analyse 11 Y chromosome short tandem repeat (STR) markers, sequencing of the maternally inherited mitochondrial DNA, and analysis of a number of autosomal Single Nucleotide Polymorphisms (SNPs) known to show population specific allele distributions. The results from these studies led to the development of simple (Y chromosome and mitochondria) or complex (SNPs) classification systems enabling unknown DNA samples to be categorised into one of these 3 ethnic groups with a high degree of certainty: the YSTR population-of-origin classification algorithm had a success rate of 80%, the mitochondrial version a 90% success rate while correct prediction was achieved over 94% of the time with the autosomal SNPs.

The policies, practices and training needs of Saskatchewan guidance counsellors and educational psychologists with respect to cross-cultural counselling and assessment were investigated. The response rate to a mailed questionnaire was 55% (n 53) for counsellors and 48% (n = 22) for educational psychologists. The data were analyzed via a series of frequency counts and parametric statistics. In the absence of provincial guidelines, ethnic minority students are administered the same standardized intelligence tests as majority students, no modifications are made to compensate for cultural differences, but cautionary notes regarding the precision of scores are included in the final report. The classroom teacher is responsible for many aspects of the testing, assessment and placement procedures, and the parents are consulted throughout the process. Counsellors and educational psychologists have positive opinions towards cultural pluralism and recognize that ethnic minority students have unique problems and special counselling needs in adjusting to the present education system. They feel, however, inadequately prepared to help these students. The vast majority of counsellors and educational psychologists are interested in receiving cross-cultural training. Their preference for training is in the form of in-service workshops sponsored by their provincial professional associations (SGCA and SEPA) and by their local school as inadequate in the nine competency areas identified by the American Psychological Association as being important for pupil support personnel working with ethnic minority students and believe the post-secondary institutions must affirm their responsibility in the field of multicultural education by ensuring that counselling and educational psychology trainees acquire the knowledge, skills and practical training required to function effectively in a multicultural society. Recommendations for action and suggestions for future research are presented.

The policies, practices and training needs of Saskatchewan guidance counsellors and educational psychologists with respect to cross-cultural counselling and assessment were investigated. The response rate to a mailed questionnaire was 55% (n 53) for counsellors and 48% (n = 22) for educational psychologists. The data were analyzed via a series of frequency counts and parametric statistics. In the absence of provincial guidelines, ethnic minority students are administered the same standardized intelligence tests as majority students, no modifications are made to compensate for cultural differences, but cautionary notes regarding the precision of scores are included in the final report. The classroom teacher is responsible for many aspects of the testing, assessment and placement procedures, and the parents are consulted throughout the process. Counsellors and educational psychologists have positive opinions towards cultural pluralism and recognize that ethnic minority students have unique problems and special counselling needs in adjusting to the present education system. They feel, however, inadequately prepared to help these students. The vast majority of counsellors and educational psychologists are interested in receiving cross-cultural training. Their preference for training is in the form of in-service workshops sponsored by their provincial professional associations (SGCA and SEPA) and by their local school as inadequate in the nine competency areas identified by the American Psychological Association as being important for pupil support personnel working with ethnic minority students and believe the post-secondary institutions must affirm their responsibility in the field of multicultural education by ensuring that counselling and educational psychology trainees acquire the knowledge, skills and practical training required to function effectively in a multicultural society. Recommendations for action and suggestions for future research are presented.

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Owing to immigration and natural growth, there has been a significant increase in Chinese children in English-speaking societies. When these children are brought up and educated in Britain and the USA, Chinese parents are quite anxious that their children should maintain the Chinese identity and some traditional cultural values through the learning of the Chinese language. In order to satisfy Chinese parents' aspirations, there has been a growth of Chinese supplementary schools within the Chinese communities in both Britain and the USA. To respond to the 1977 EEC (European Economic Community) Directive which requires the teaching of the official language(s) of the host country and the mother tongue/culture of the migrant/ immigrant children in schools of the member states, some British state schools in London have made Chinese language education available during or after school hours since the early 1980s. Despite the provision of Chinese language education by the voluntary and maintained sectors, problems of underachievement at school and cultural adjustment of some Chinese children remain unsolved and ignored. The intent of the thesis is to investigate some of these problems of the Chinese pupils in British schools and see the extent to which that education provision within the Chinese community and the maintained sector has met the needs of Chinese pupils and the aspirations of Chinese parents in Britain. i Similar education provision is also found in San Francisco and New York City. The two American cities are therefore chosen for the comparative study to see how far that some of the American bilingualbicultural education policies can be successfully incorporated into the British (London) system to improve the education of Chinese pupils.