This study explored how educational settings influence the experiences of students of Pakistani heritage in Birmingham. Research has highlighted the continued attainment gap that exists between White and minority ethnic students in Britain (for example, Gillborn, 2008; Strand, 2014). Public examination and National Curriculum assessment data in Birmingham demonstrated, despite improvements, gaps in achievement for Pakistani students, who were identified as a group at risk of underachieving (Birmingham City Council (BCC), 2012). The study took a phenomenological approach, specifically interpretative phenomenological analysis (IPA), to explore how educational settings influence the experiences, academic attainment and identity of a small sample of academically successful Pakistani students, who were currently studying at the University of Birmingham. Interview data were analysed using IPA and five emerging superordinate themes were presented: ‘multiple identities’, ‘gendered identities’, ‘learning contexts’, ‘others’ expectations and wider influences’ and ‘high status subjects and professions’. These findings were discussed in relation to extant literature and the initial research questions. Additionally, the study’s strengths and limitations were examined and areas for further research were identified. Finally, implications of the study’s findings were considered in relation to educational and educational psychology practice.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:633349 |
| Date | January 2014 |
| Creators | Sultana, Anjam |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5456/ |
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