DISADVANTAGED GROUPS Pakistani Children By Riala Kauser and

DISADVANTAGED GROUPS Pakistani Children By Riala Kauser and Fatima Raza

What defines ‘Disadvantaged Groups’? � The term “disadvantage” describes a process in which orthodox society acts in a way that “disadvantages” a particular group. � A major feature of “disadvantagement” is the presence of “barriers to self-sufficiency. ” These barriers are the ways in which people are denied access to needed tools, and include unavailability of resources, inaccessibility to resources, the society’s regard for a group, government and corporate practices, and certain conditions of the group itself. � These groups might be unprecedented or denied by society due to existence of negative stereotype, their contribution and culture. � There are several different tools which are needed to become self sufficient including education, incentive for development, information and the list goes on (Mayer, 2003).

Early years and Primary- Achievement Statistics � Majority of the children from different ethnic backgrounds are of socioeconomic groups with over 30 percent of Pakistani and Black pupils being eligible for free school meals and over 50 percent of Bangladeshi, Gypsy/Roman and Travellers of Irish heritage being eligible for free school meals too. � While socio-economic factors explain a large part of inequality of attainment, there are still differences in attainment between ethnic groups amongst those pupils who are eligible for free school meals. � Indian and Chinese pupils are more likely to achieve the expected level compared with other ethnic groups at all Key Stages. On average, Black, Bangladeshi and Pakistani pupils perform less well than White pupils throughout compulsory schooling. � Pupils for whom English is an additional language (EAL) perform, on average, less well than pupils whose first language is English.

Early years and Primary- Achievement Statistics � Achievements of Students from Pakistani backgrounds are modestly improving and rising from 23% to 30% (Baker, 2017). � According to a report by EHRC, inequality remains a stark reality in Britain – not just throughout a deeply split education system, but on into adulthood, where who you are and where you came from continues to define where you are likely to end up (Bhattacharyya , Ison , Blair, 2003). � Proportionately more Black, Pakistani and Bangladeshi pupils are recorded as having special educational needs compared to White, Chinese and Indian pupils.

Post 16 and Higher Education � Black (82 %) and Asian (85 %) people are more likely to stay on in full-time education at age 16. � White young people (69 %). Black Africans of working age are the most likely to be currently studying for a qualification (44 % compared to 17 percent of white people and 24 % of Indian people). � Bangladeshi (44 %) and Pakistani (32 %) adults are the most likely to have no qualifications. � The greater proportion of minority ethnic young people in post 16 education is mirrored by the smaller proportion following work -based routes (i. e. a job or government supported training). Only four percent of minority ethnic young people reported following a work-based route at age 16/17.

Post 16 and Higher Education � The representation of minority ethnic students in Higher Education has increased in recent years from 12 percent in 1996/97 to 13 percent in 2000/01. � Minority ethnic groups are more likely to hold degree level qualifications compared to white people, class of degree varies, with minority ethnic groups less likely to obtain a first or upper second class degree (Bhattacharyya, Ison, Blair, 2003)

Community Cohesion � Community cohesion is the part of Ofsted inspection but its responsibility of the school to show that they are promoting community cohesion. During their inspection Ofsted has to report on four core areas. � Ofsted will be required to consider the spiritual, moral, social and cultural development of pupils. � They are also required to consider if the school is meeting the needs of all pupils. � The government believes that there remains an unacceptable gap in achievement for different groups of children, including those from certain minority ethnic backgrounds. Tackling this is a priority (Gov. uk, 2011).

Recommendations � For the development of greater knowledge, understanding, awareness, and sensitivity on the part of the schools with respect to the diversity of their parent and student body. � For schools to address more directly implicit institutional racism. � To develop strategies to deal with racial harassment and strategies to support young people. � To develop their school ethos in order to demonstrate the value for and recognition of cultural diversity. � To develop explicit and realistic expectations of parents educational participation and provide support to enable parents to participate as fully as is possible. � For schools to address how they convey information to parents and to develop creative means of ensuring the information is received and understood; schools could use their community liaison assistants and their classroom teachers to work together to develop such practice. � To ensure that the relationship between home and school should involve the student as well as the parents; with respect to Pakistani families, at least, this may well mean another family member rather than the mother or father.

Reference List � Baker, m. (2017). BBC News | Race. [online] News. bbc. co. uk. Available at: http: //news. bbc. co. uk/hi/english/static/in_depth/uk/2002/race/educational_a chievement. stm [Accessed 28 Mar. 2017]. � Bhattacharyya , Ison , Blair, G. (2003). Minority Ethnic Attainment and Participation in Education and Training: The Evidence. [online] Available at: http: //webarchive. nationalarchives. gov. uk/20130401151715/http: //www. edu cation. gov. uk/publications/e. Ordering. Download/RTP 01 -03 MIG 1734. pdf [Accessed 28 Mar. 2017]. Gov. uk. (2011). � Community cohesion - GOV. UK. [online] Available at: https: //www. gov. uk/government/publications/communitycohesion/community-cohesion [Accessed 28 Mar. 2017]. � Mayer, S. (2003). what is the disadvantaged group. [online] Available at: http: //www. effectivecommunities. com/pdfs/ECP_Disadvantaged. Group. pdf [Accessed 28 Mar. 2017].

Pakistanis and Inequalities � Due to the increase of prejudice throughout the British society, young British Pakistanis are being affected by the way they are labelled and identified by others which is affecting their education and employment opportunities. � When applying for university courses, Pakistani Muslims were most likely not to have been accepted after a study found that for every 100 out of 50, 000 candidates; only 7 individuals were offered a place. � When it comes to accomplishment, Pakistani originated students show a mixed response of working well and not doing well due to racial discrimination and the lack of equality.

Pakistanis and Inequalities � Study shows that as 60% of British Pakistanis are living in segregated parts of England due to a lack of integration with others, only 6. 4% of Pakistani students are receiving a number of three A-A* grades due to the failure of integration. � At St Luke’s primary school in Manchester, posters titled ‘The New Racism? ’ in connection to the topic of Islamophobia were distributed and placed on walls. � At a school in Oxford, a Pakistani boy was slapped and called both a terrorist and a Paki due to the Paris attacks. � Children at a Birmingham school were given non halal dinners, offered ham and crackers in classrooms and sent home with a packet of sweets containing gelatine, even though the issue was raised by parents a number of times.

Legislations and Acts � Legislations refer to the formation of different acts and laws produced by the government. � In order to protect young British Pakistanis from being deprived of education opportunities, various forms of legislations and laws have been created which include: � Equality Act 2010 - Protects all human rights, which not only covers disability, gender or age but also the religion, race, skin colour and beliefs of an individual. It’s purpose is to prevent any form of discrimination and harassment from taking place amongst people due to their cultural and religious differences. All individuals are expected to be treated equally. � Racial and Religious Hatred Act 2006 - Focuses on any hate related crimes such as physical or verbal abuse, property damage, bullying, threats and online abuse which may take place due to the race and religion of others.

Legislations and Acts � Safeguarding Children, Young People and Vulnerable Adults-The purpose of this act is to safeguard children, young people and vulnerable adults and to prevent them from being treated unfairly, allowing them to grow up in an safe, danger and risk free environment in order to for them to achieve a successful adulthood. � Education Act 2002 -Provides education sectors with rules to follow when focusing on the wellbeing of children. By law, teachers are expected to guard children from extremism and radicalisation by educating them about the effects of violence and teaching them in a manner which is accepted by the law, protecting them from risks of activism and terrorism. � SARI (Stand Against Racism & Inequality)- Holds the purpose of educating people about the causes and outcomes inequalities and racism can have on others as well as allowing those suffering from these kinds of problems to find ways to overcome emotional, mental or physical incidents they may have suffered from.

Reference List � � � Anon. (n. d. ). Equality ac 2010. (Online). Available: https: //www. citizensadvice. org. uk/lawand-courts/discrimination/about-discrimination/equality-act-2010 -discrimination-and-yourrights/ (27 March 2017). Anon. (n. d. ). Racial and religious hatred act 2006. (Online). Available: http: //www. legislation. gov. uk/ukpga/2006/1/contents (27 March 2017). Anon. (n. d. ). Radicalisation document. (Online). Available: http: //www. sandon. herts. sch. uk/wp-content/uploads/2015/07/Radicalisation-Document. pdf (27 March 2017). BBC. (2002). BBC news. (Online). Available: http: //news. bbc. co. uk/hi/english/static/in_depth/uk/2002/race/educational_achievement. stm (27 March 2017). Consultancy. I. (2004). The raise project. (Online). Available: http: //www. insted. co. uk/raise. html (27 March 2017). Council, C. (2013). Local safeguarding adults’ policies, standards and guidance-Cornwall council. (Online). Available: https: //www. gov. uk/government/uploads/system/uploads/attachment_data/file/446122/Safe guarding_children_and_young_people_and_young_vulnerable_adults_policy. pdf (27 March 2017).

Reference List � � � Esther, D. (2017). Standing against racism and inequality. (Online). Available: https: //www. sariweb. org. uk/downloads/annual-reports/annual_report_15 -16. pdf (27 March 2017). Glanfield, E. (2014). Muslim family sends children to school with ‘Halal only stickers’. (Online). Available: http: //www. dailymail. co. uk/news/article-2768649/Muslim-family-sendschildren-school-Halal-stickers-taped-chest-daughter-served-non-Halal-food. html (27 March 2017). Millis, J. (2015). British Bangladeshis and Pakistanis failing to integrate in wider society says report. (Online). Available: http: //www. ibtimes. co. uk/british-bangladeshis-pakistanisfailing-integrate-wider-society-says-report-1502081 (27 March 2017). Milmo, C. (2017). British Muslim school children suffering a backlash of abuse following Paris attacks. (Online). Available: http: //www. independent. co. uk/news/educationnews/british-muslim-school-children-suffering-a-backlash-of-abuse-following-paris-attacks 9999393. html (27 March 2017). White, C. (2017). Racist posters taped to a primary school, library and community centre. (Online). Available: http: //metro. co. uk/2017/02/18/racist-posters-taped-to-a-primary-schoollibrary-and-community-centre-in-manchester-6457024/ (27 March 2017). Young-Powell. A. (2014). Ethnic minority students getting fewer university offers, research shows. (Online). Available: https: //www. theguardian. com/education/2014/jul/23/ethnicminority-students-fewer-university-offers-research-shows (27 March 2017).