Black and Asian Muslim children are less likely to get professional jobs, despite doing better at school, according to an official government report carried out by the Social Mobility Commission.
This blog post summarizes this recent news article (December 2016) which can be used to highlight the extent of ethnic inequalities in social mobility – it obviously relates to education and ethnicity, but also research methods – showing a nice application of quantitative, positivist comparative methods.
In recent months, the low educational attainment of White British boys has gained significant attention. However, when it comes to the transition from education to employment, this group is less likely to be unemployed and to face social immobility than their female counterparts, black students and young Asian Muslims.”
White boys from poorer backgrounds perform badly throughout the education system and are the worst performers at primary and secondary school, the report said, and disadvantaged young people from white British backgrounds are the least likely to go to University.
Only one in 10 of the poorest go to university, compared to three in 10 for black Caribbean children, five in 10 for Bangladeshis and nearly seven in 10 for Chinese students on the lowest incomes.
Black children, despite starting school with the same level of maths and literacy as other ethnic groups, young black people also have the lowest outcomes in science, maths are the least likely ethnic group to achieve a good degree at university.
But after school, it is young women from Pakistani and Bangladeshi backgrounds that are particularly affected. Despite succeeding throughout education and going to university, they are less likely to find top jobs and are paid less than women from other ethnic minorities, the report concluded.
Alan Milburn, the chair of the commission said: “The British social mobility promise is that hard work will be rewarded. This research suggests that promise is being broken for too many people in our society. Britain is a long way from having a level playing field of opportunity for all, regardless of gender, ethnicity or background.”
The report also showed the role of parents plays a large part in performance at school, as the more they engage, the better their children do, according to the research
Two of the more specific recommendations made by the commission are
- Schools should avoid setting, particularly at primary level, and government should discourage schools from doing so.
- Universities should implement widening participation initiatives that are tailored to the issues faced by poor white British students and address worrying drop-out and low achievement rates among black students
Ethnic minorities face barriers to job opportunities and social mobility (Guardian article from 2014) – so nothing’s changes in the last two years!
Ethnicity and Educational Achievement – The role of Cultural Factors – you might like to consider the extent to which it’s cultural factors which explain these post-education differences?
The C.V. and Racism Experiment (scroll down to 2009) – alternatively – racism in society may have something to do with these differences – this experiment demonstrated how people with ‘ethnic’ sounding names are less likely to get a response from prospective employers when they send them their C.V.s