Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593913
Title: The seen but unheard generation: how do British-born Eritreans define their educational social capital?
Author: Messele, Alganesh
Awarding Body: University of Kent
Current Institution: University of Kent
Date of Award: 2012
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Abstract:
The aim of this study is to investigate British-born Eritrean young people's subjective experiences of school adaptation, and whether participants have access to opportunities and support during their pre-school, primary and secondary school years to prepare them socially, psychologically and intellectually for social mobility. A qualitativeinterpretive methodology is employed to ·explore the schooling experiences of Britishborn Eritreans. The participants' views offer accurate insights into aspects of their day-today schooling experiences, and their needs in terms of motivation and learning. Seventeen face-ta-face interviews provided an opportunity to qualitatively study different experiences, and thus helped to establish not only whether differences existed, but also if they did, why they existed. The thesis has endeavoured to contribute to an understanding of British-born Eritrean academic performance by going beyond the notions of social capital provided by the dominant three social capital theorists, Coleman, Putnam and Bourdieu. In terms of developing social capital with in schools, the findings of the current study identify two possible barriers to academic achievement motivation, namely social and academic segregation within schools. First, social segregation within schools refers to the extent to which participants feel a sense of disconnect from their school community because of their race, ethnicity and social background . In particular, supportive relationships with teachers are considered primary sources of social capital in participants' academic success. Second, academic segregation within schools refers to English as an Additional Language placement (EAL), a practice that creates academic isolation that leads British~ born Eritreans to less advanced classes. The systematic EAL placement of children of Black African immigrants has produced social isolation in schools that contrasts starkly with community cohesion goals. The results of this 'study suggest the need for future research to focus on the importance of creating learning 'communities that are indusive of all students regardless of race, class, religion , gender, or ability.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.593913  DOI: Not available
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