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Kalwant Bhopal 《Gender and education》2011,23(5):519-534
This paper will examine the support networks that are available to British Indian women studying at a ‘new’ (post-1992) university in the South-East of England, UK. It will examine the support that women draw upon whilst at university and discuss the ways in which these support networks enable women to develop strategies for success. Thirty-two in-depth interviews were carried out with British Indian women who were studying for a Social Sciences or Education Studies degree in one university. All of the interviews were tape-recorded and the data transcribed. The findings suggest that British Indian women are able to use their support networks to enable them to succeed in higher education. The article will draw upon the work of Putnam to argue that within their communities at university, women engage in their support networks from which they develop ‘bonding’ and ‘bridging’ social capital. 相似文献
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Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics. 相似文献
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Kalwant Bhopal 《Gender and education》2014,26(5):490-504
There is little research that has examined the role of mothers in their children's education in the rural space of the school, particularly in relation to the experiences of Black and minority ethnic (BME) families who are newcomers to the rural space. This article attempts to redress the balance and examine how BME mothers are positioned in rural primary schools in England (UK) which are predominantly White. This article is based on 20 in-depth interviews conducted with mothers who identified themselves as Black or from a minority ethnic background (India, Pakistan or Bangladesh). All of the respondents had moved into the areas in the last 10 years. The findings from this research suggest that mothers are active agents in the education of their children; however, their experiences reveal that within the White space of the school they are positioned as ‘other’ and ‘outsiders’ as they navigate the diasporic space of the White countryside. 相似文献
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Kalwant Bhopal 《International Studies in Sociology of Education》2013,23(4):315-329
This article examines the concept of ‘White racism’ in relation to the experiences of Gypsy and Traveller groups in England. It is based on ethnographic research conducted in two secondary schools during the years 2006–2009. Interviews were carried out with pupils attending the secondary schools, their mothers and members of the Traveller Education Service. The research reveals that racism experienced by White Gypsy and Traveller groups is understood differently to that experienced by non-White minority ethnic groups. This is further related to how Gypsy and Traveller groups are perceived inside and outside schools, as ‘others’ and ‘outsiders’. The article considers discourses around racism and discrimination and how they might work to disadvantage Gypsy and Traveller groups in schools. 相似文献
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This paper examines inclusionary processes and examples of ‘good practice’ in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of ‘good practice’, but at the same time it stresses that the TES is not a substitute for the school’s educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools. 相似文献
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Kalwant Bhopal 《British Journal of Sociology of Education》2016,37(4):501-519
This article will examine Asian women’s experiences of financial support in higher education. The article is based on 30 in-depth interviews with Asian women who were studying at a ‘new’ (post-1992) university in the South East of England. Women identified themselves as Muslim, Hindu and Sikh. The findings reveal that women’s religious and cultural background affects their attitudes towards financial support whilst at university. Through their participation in higher education, women are able to use their social and ethnic capital to enable them to receive financial and other kinds of support necessary for their success in higher education. 相似文献
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With changing demographics and the advent of mass higher education, there has been a significant impact on graduate transitions which has led to greater inequalities in access to social support during the transitionary period between undergraduate study and entrance into the labour market. This article explores the experiences of students in their final year of undergraduate study by drawing on 43 interviews with Black and Minority Ethnic (BME) students. Using Bourdieu, we argue that BME students preparing to enter the labour market display a ‘specialisation of consciousness’: a set of practices framed by their prior background and experience, choice of university and the support derived from attending university. ‘Specialisation of consciousness’ is an ongoing process in which BME students identify and understand racial inequalities in higher education and accept the limiting consequences these have on transitions into the labour market or further study. 相似文献