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Sample Dissertation Paper on In What Ways Does Race and Mixedness Influence Educational Outcome?

In What Ways Does Race and Mixedness Influence Educational Outcome?

In the recent past, race and mixedness have increasingly become a topic of interest particularly in the education sector in the UK. Since the introduction of "Mixed" category in the UK Census in 2001, various scholars have taken a keen interest in studying mixedness and its impact in educational outcome. Some studies on race and mixedness demonstrate that pupils of mixed racial backgrounds perceive their identities as fluid and this significantly affects them in terms of academic output. Mixedness is an experience common to people of mixed race, and it is a challenge in not only the state of mixedness itself but also how the society views “mixedness” (Tutwiler, 2016). According to Joseph-Salisbury (2017), although the government is putting a lot of effort to ensure educational achievement of children of mixed race, there is still little work on the educational experiences in the context of race and mixedness in the UK.

Few studies focus primarily on the influence of race and mixedness on educational outcome. Similarly, there is a vacuum in educational research relating to the achievement of a mixed-race student. Chadderton (2018) argues that educational policies and practices in schools with mixedness support stereotypical perceptions of White/Black Caribbean students. This poses a challenge to their stability in learning hence a barrier to the achievement of educational goals. Many researchers argue that there are specific barriers to the educational achievement among the White/Black Caribbean people in the context where mixedness is barely present. The barrier to educational performance is present but it is invisible and such invisibility is what makes it hard for pupils from mixed racial backgrounds to meet their educational goals. Chang (2016) argues that it is important to address the educational needs of learners from the mixed racial background by tackling their over-exclusion and underachievement (p. 712).  It is also important to recognize and normalize the mixedness of the pupils from the mixed racial background.

Zinsser et al. (2015) further document that there is frequent tension between the perception learners from mixed racial background have concerning their mixedness and the negative attitude their teachers and peers have on them. Joseph-Salisbury (2017, p. 449) cites a 2014 report by the UK Department of Education that states that Black mixed-race students were found not to achieve high performance at the general certificate of secondary education. Although the government has recognized this underachievement, significant interventions have not been made to tackle it. There is a high rate of exclusion for students from the mixed racial background. This is despite the fact that the 2000 Race Relation Amendment Act makes equality in race a statutory duty and provides the foundation for intervention. A research by Zinsser et al. (2015) highlights several disadvantages facing mixed race learners and the same extends to employment and provision of healthcare services.

Facts about the Effect of Race and Mixedness in UK Education System

A section of learners with mixed-race origin is capable education-wise. However, due to the negative perception of teachers toward them, they are considered incapable of performing exemplarily at 14. As reported by Curtis (2008), one third of the White/Black Caribbean learners who are most capable fails to get a chance to be admitted to handle what are considered the hardest examinations. The same report indicates that children from mixed racial backgrounds and the Black Caribbean are often excluded from school testing. The rate of exclusion is estimated to be three times higher as compared to that of the White children. Such exclusion demoralizes the students with mixed race origin leading to their poor educational outcome. Previous research reveals that given opportunity and fair treatment in class, learners from a mixed racial background and Black Caribbean learners have the potential to perform better. In support of this statement, Caballero & Aspinall (2018, p. 434) cite a report indicating that in 2007, 47.3 percent of children of mixed White and Black Caribbean heritage and 44.9 percent of Black Caribbean learners achieved several A-C grades when compared to the national achievement that stood at 57.3 percent. In the same year, the gap between the national average and the Black Caribbean achievement at GCSE narrowed by 8 percent points. According to this research, it remains evident and clear that school testing is biased against learners of mixed racial origin. This confirms the ideas that underachievement of students from the mixed race is a result of the skewed education system that does not give them the opportunity to display their academic potential.

Influence of Perception on Race and Mixedness on Educational Outcome

A research by Joseph-Salisbury (2016) shows that educational attainment of the White/Black Caribbean is below average, and this is attributed to a level of institutionalized racism and heightened school exclusion practices. As is the case with Black Caribbean learners, those from mixed racial background face similar barriers to educational achievement. There has been a perception that Black Caribbean learners and those with mixed racial origin cannot perform at a similar level to that of their White counterparts. In most cases, teachers have low expectations of them in terms of educational achievement. Besides, Joseph-Salisbury (2016, p. 48) argues that their social identity works to their disadvantage from economic and behavioural perspectives. White/Black Caribbean learners post low academic achievements as they are subjected to low expectations, which are a result of the stereotypical views toward them. Their backgrounds also result in the negative perceptions and attitudes teachers have toward them.

Emonds & Van Tubergen (2015, p. 148) argue that the heightened social scientific developments and the celebratory and positive conceptualizations of mixedness are not rooted in British society. In their study, they found that learners from mixed races were less visible among teachers. Many teachers had the perception that pupils from mixed race only constitute a fraction of pupils. This is contrary to the data by the Pupil Level Annual School Census (PLASC) that shows that students from mixed race are indeed the largest group in schools. In a similar study, Peters (2016) found that teachers categorized learners from mixed race as Black Caribbean, and thus they encountered the same barriers to educational achievement like the Black Caribbean population. This group is viewed as anti-educational with no educational aspirations. Their socioeconomic status contributes significantly to the perception teachers have on them. However, Peters (2016) believes that some teachers acknowledge that students from mixed race encounter several barriers to educational achievement thus leading to their low educational outcome. This is contrary to the perception by other teachers and society that learners from mixed racial background are weak academically.

In a situation where students from mixed race are distinctly identified from the Black Caribbean pupils, an issue pertaining to understanding of their "mixedness" arises. These learners are seen to suffer from an identity problem similar to the conceptualization of mixedness. The argument by most teachers is that mixed-race learners usually underachieve because of the confusion about their marginal status or racial identity. In the study on the effect of racial identity on the achievement of learners from mixed racial backgrounds, Hansen (2016) notes that most teachers identify racial identity as a barrier to educational achievement to this group. However, they fail to expand further and their argument is based on assumptions rather than scientific facts. Some teachers also comment that under-achievement among this group is attributed to other factors and racial identity is just one of these. They contrast the generalization of the fact that these pupils often under-achieve due to the problem with racial identity. Other teachers argue that several learners with mixed racial origin often display a celebratory and positive sense of mixedness, and thus, it is not worth arguing or generalizing that identity plays a significant role in their under-achievement.

A study by Emonds & Van Tubergen (2015) on learners with racial identity issues found that that those from mixed racial background show a distinct positive sense of their mixedness and that they were overwhelmed about their identity. To this effect, they concluded that under-achievement in education among learners of mixed race is attributed to external factors rather than intrinsic factors. They noted perception and stereotypic views as some of the factors. In an interview conducted during the study, some learners both in primary and secondary school levels identified as mixed were positive about educational achievement and hardly thought or considered their mixedness as a barrier to their achievement or a significant issue in their lives. A majority of pupils from mixed racial background are well aware that they are categorized or identified as having a Black identity, which is a non-issue to them. The same learners argued that they were occasionally identified as Whites due to their cultural interests (Njaka, 2016). Irrespective of their identification process, a majority of the interviewed learners refuted the notion and the perception by some teachers that they are "torn between two worlds". The students expressed that the positive aspect of their mixedness is their ability to negotiate between the two racial identities as well as the ability to relate to both sides of the racial identity.

Similarly, Tran (2015) is of the opinion that the views of learners with mixed racial background often contradict those of teachers concerning their identity. Tran (2015) notes that learners from mixed racial background often under-achieve not because of their racial identity but because of the negative perception teachers have on them. He argues that the issues presented by learners concerning their mixed identities are not a result of their confused feelings but of frustrations they experience due to their mixedness. Although many learners from mixed racial backgrounds tend to be positive about their mixed identity, they are subjected to stereotypes from both teachers and peers who make hateful or negative comments regarding their mixed identity. Such derogatory comments often make them feel “torn between two worlds.” Both Blacks and Whites treat learners from mixed-racial backgrounds harshly as they do not belong to either of the races. In some cases, the underachievement of learners from the mixed racial background is attributed to their subjection to radicalized taunts based on their perception of being mixed. As noted by Stepney, Sanchez, & Handy (2015), most learners from mixed racial background tend to experience frustrations in schools given the negative comments people make about their parents. Teachers, peers, and society cause such frustrations. Teachers often have the view that their parents have assumed an archetypal pattern of a mixed-race family. Many teachers perceive this pattern as one of the factors contributing to the under-achievement among the mixed-race learners. The perception here is that students with White mothers have significant racial identity issues, which affects their well-being and their educational attainment. Unfortunately, there is no statistical data to support this notion, and teachers with this perception admitted that the conclusions were made based on their personal feelings or views.

Several learners from mixed racial backgrounds have a different family pattern (Stepney, Sanchez, & Handy, 2015). Although some of them come from separated families, they maintain regular contacts with the separated parents. Mixed-race learners are usually sensitive to teachers’ perceptions. Stepney, Sanchez, & Handy (2015) presume that teachers play a pivotal role in the educational achievement of pupils. Stereotype and negative perception by teachers on learners can significantly affect their performance, which is typical of what happens with learners from mixed-racial backgrounds. The perception that these students under-achieve due to their racial identity is misinformed because of the lack of adequate proof to ascertain this perception. Learners are well aware of the negative perception people have of them, their family, and households justifying the notion that Black/White Caribbean learners are confused when it comes to racial identity.

Institutional Racism in Education

Driessen (2015, p. 181) affirms that other than the influence of perception on educational attainment of learners from the mixed racial background, studies have also found that most learners from the mixed race are held back by institutional racism in schools. Most Black/White Caribbean learners are subjected to racism, particularly in English schools, which significantly undermines their ability to perform better academically. Research shows that due to their racial background, learners from the mixed racial background cannot perform and their racial identity overshadows their academic talents. Teachers, peers, and society does not expect these pupils to succeed. According to Kohli & Pizarro (2016, p. 75), the issue of racism in school has gained a lot of interest in the recent past, particularly in the Black education group. As a result, the group consistently calls and champions for quick and urgent measures to stamp out racism in schools. Racism contributes to behavioural problems among learners from the mixed race. Education experts suggest that there is a need for new efforts to tackle the behavioural problems that arise due to racism among young students from mixed racial background. This is because the behavioural problems act as hindrance factors to their educational achievement. Racism affects the decision of teachers to enrol or enter pupils from mixed race to take higher-tier papers in science test and math tests at 14 (Kohli & Pizarro, 2016). That is, their racial identity denies them the chance to get top marks because the score on high-tier papers measure educational achievement among pupils. Such tests influence the range of GCSE they go on to take. It has been found that White pupils are more likely to be admitted or registered for these tests as compared to those of Black origin and those from mixed racial backgrounds. 

Levels of parental education and exclusion are also strong predictors of educational achievement. Pupils from mixed racial backgrounds are often excluded from higher tier papers without an academic-related explanation or reasons for their exclusion. A recent research by Flintoff (2015) revealed that for every three White pupils entered for higher-tier papers, only two pupils with mixed racial backgrounds are entered. Flintoff (2015) explained that the fact that White/Black Caribbean students are excluded or are not entered into higher-tier tests is a result of institutional racism. Consequently, they are denied the chance to display their academic potential. Some teachers argue that pupils from the mixed race are often confrontational and have behavioural problems that hinder their educational achievement. Unfortunately, this argument is hardly supported or backed by any data raising doubts on its credibility. Kohli (2014, p. 370) argues that such perceptions by teachers is racially inclined and is one of the factors that make it hard for White/Black Caribbean learners to exhibit educational achievement. There is a conflict among teachers, parents, and learners concerning the educational achievement of learners from the mixed race. Teachers argue that mixed race students have behavioural problems that affect their educational outcome. On the other hand, parents argue that teachers’ prejudice against their learners is a key factor in the latter’s underachievement from an educational perspective. Learners argue that their racial identity is not a determinant for their educational achievement. However, according to Kohli (2014), behavioural issues come as a response to teachers’ prejudice against learners. The institutional racism in schools is about low expectation by teachers on pupils of mixed race. Kohli (2014) further notes that there is a close link between behavior and educational achievement. Therefore, the most important thing is to focus on and find out why pupils from the mixed race are perceived to behave inappropriately. In the same study, Kohli (2014) found that from 2003, there has been a steady increase in the number of pupils from mixed race achieving five good grades. This implies that the gap in racial disparity in education is slowly narrowing. However, institutional racism still presents a major challenge to the educational achievement among students from the mixed racial backgrounds.

Race and Mixedness Policies and Practice in Education

Previous research has focused on the educational needs of students from mixed racial backgrounds in the UK. Taylor et al. (2017) note that there is near absolute neglect of White/Black Caribbean learners in educational policies. Even with the introduction of PLASC, pupils from mixed race remain invisible in LEA level and in schools in terms of monitoring, identification, support, and strategies to improve in educational achievement. Taylor et al. (2017, p. 327) note that strategies and policies that target learners from the mixed race exist but are less developed as compared to those that target other minority ethnic groups. There is a lack of policies to create awareness on the mixed race and educational issues surrounding the learners from the mixed racial background. Awareness is limited among teachers and it tends to be restricted to educational specialists and managers. The danger of a lack of awareness among teachers results in the negative perception towards pupils from mixed racial backgrounds, and consequently, their underperformance in education. Similarly, there is a limited strategy to address the issue of lack of awareness among teachers concerning their perception and attitude on mixed race students. The policies that are in place are more inclined towards the Black Caribbean learners and the strategies for mixed race learners are included in that of the Black Caribbean pupils (Taylor et al., 2017). In a way, this makes the mixed-race pupils feel isolated or not recognized by the existing education policies, and thus, it remains one of the factors that hinder their educational achievement.

The strategies geared towards educational attainment among the Black Caribbean are implemented in high-achieving schools, which sometimes have a low population of students with mixed race. The UK school policy document is designed in a way that it encompasses the commitment by the school to promote equality in education (Taylor et al., 2017). Surprisingly, although the policy document clearly states and guarantees equality in the promotion of education for all, it only looks nice on paper. However, practically, its implementation in some schools is yet to be achieved. Not all teachers in the UK schools have a similar expectation in terms of educational achievement of pupils from the mixed racial origin. Stoll (2014, p. 689) believes that only Black and the minority teaching staff have the expectation that educational achievement is independent of the racial background or mixedness. There is nearly total silence in strategies and school improvement plan to raise the mixed-race pupils' educational achievement. For instance, secondary schools are well aware of the idea of under-achievement among the mixed-race learners. They have gone ahead to develop policies and target in school development plan to find out why learners underperform. They have developed the mechanism to monitor learners’ performance in various subjects. The worst part of it is that such strategies targeting specifically students of mixed race are rare the same way it is underrepresented in the curriculum.

In some schools, the minority groups are well represented but students from the mixed racial background are hardly represented. The issue of mixed race in most schools is rarely addressed in terms of acknowledging them or erecting famous figures as role models (Joseph-Salisbury, 2018). Most learners with mixed racial origin are enthusiastic about exploring their heritage. However, they are denied this opportunity since most schools do not recognize their racial identity. Such kind of denial extends to some of the educational opportunities they should enjoy as other students of Black origin or Whites. A section of teachers who recognize pupils of mixed race in the educational context also experiences frustration from White dominance within the curriculum. They believe that this poses a major barrier to educational achievement among students with mixed racial background. The White supremacy in the education system largely remains unchallenged, and this is a barrier to the educational achievement and a practice of racial inequality (Bradley, 2016). The invisibility of the pupils from the mixed racial background in itself is a barrier to educational achievement because no dialogue can take place to address their plight in the education system. The erroneous and uncertainty judgments on the identity of pupils from mixed racial background pose a great need to develop a policy that can create a fair ground for communication among teachers, students, and parents.

According to Caballero (2014), the educational achievement of learners from mixed heritage still stands below average in both secondary and primary schools. Similarly, the relative progress rate is below average among learners from a mixed racial background in both primary and secondary schools. Such below-average performance is attributed to differences in the deprivation levels, which is measured by the eligibility of school services and facilities such as access to free school meals. Pupils from mixed racial background still underperform despite their overrepresentation. Even though they are well represented, the representation is like a statue, which cannot effect any change. Learners from mixed race often underperform because of various issues related to their racial identity. Some of the issues include low teacher expectations, negative perception about their racial identity, and behavioural issues (Bhopal & Rhamie, 2014, p, 311).

 Various studies cited highlight that teacher’s view and perception on a student can influence his or her academic achievement either positively or negatively. Such views can be contradictory and complex thereby undermining the performance of a student. There is the belief that students from mixed racial origin often face identity problems that are related to their home environments that are compromised because of their mixed-racial backgrounds. As a result, they face an identity problem that significantly influences their educational achievement. Similarly, there is underdeveloped educational policies and strategies to address the issue of the influence of race and mixedness on the educational performance of pupils from the mixed race. There are various ways through which race and mixedness influence educational outcome among learners from the mixed racial origin. First, based on various studies and literature, it is evident that learners from the mixed-racial background have a very positive perception concerning their educational achievement. However, the negative perception and attitudes towards these learners by their teachers, peers, and society significantly contribute to their underachievement in both primary and secondary schools. They are highly overrepresented in school exclusions particularly with respect to low teachers’ expectation.  Second, mixed race learners are invisible and are hardly considered at the policy level. The invisibility of these learners in the formulation of education policies makes them less targeted in strategies for educational achievement. The invisibility in educational policy, in this case, acts as a barrier to educational achievement among this group. Third, more research should be done on good practice relating to mixed-race learners’ educational performance and achievement. There is need to expand on previous research on this topic as several aspects relating to what should be done to address the challenges faced by mixed-race learners not only in the UK but around the world are yet to be addressed. Policies that specifically target the strategies that can be put in place to address the issue of race and mixedness in the context of educational achievement should be developed.


Reference List

Bhopal, K & Rhamie, J 2014, Initial teacher training: Understanding ‘race,’ diversity and inclusion. Race Ethnicity and Education17(3), pp.304-325.

Bradley, M 2016, What does it mean to be a “monkey-bird"?: Mixed-race students’ educational experiences in the Manitoban K-12 public education system and their sense of identity.

Caballero, C & Aspinall, PJ 2018, The Emergence of the ‘New Wave’: Insider-Led Studies and Multifaceted Perceptions. In Mixed Race Britain in the Twentieth Century (pp. 425-455). Palgrave Macmillan, London.

Caballero, C 2014, Mixed emotions: Reflections on researching racial mixing and mixedness. Emotion, Space and Society11, pp.79-88.

Chadderton, C 2018, Judith Butler, Race and Education. Springer.

Chang, A 2016, Multiracial matters disrupting and reinforcing the racial rubric in educational discourse. Race Ethnicity and Education19(4), pp.706-730.

Curtis, P 2008, September 04, Education: Black Caribbean children held back by institutional racism in schools, says study. Available from:

Driessen, G 2015, Teacher ethnicity, student ethnicity, and student outcomes. Intercultural Education26(3), pp.179-191.

Emonds, V & Van Tubergen, F 2015, Mixed Parents, Mixed Results: Testing the Effects of Cross-nativity Partnership on Children’s Educational Attainment. Sociological Perspectives58(2), pp.145-167.

Flintoff, A 2015, Playing the ‘Race’ card? Black and minority ethnic students' experiences of physical education teacher education. Sport, Education and Society20(2), pp.190-211.

Hansen, K 2016, The relationship between teacher perceptions of pupil attractiveness and academic ability. British Educational Research Journal42(3), pp.376-398.

Joseph-Salisbury, R 2016, Mixed-race youth and schooling: The fifth minority.

Joseph-Salisbury, R 2017, Black Mixed-race Male Experiences of the UK Secondary School Curriculum. The Journal of Negro Education86(4), pp.449-462.

Joseph-Salisbury, R 2018, Black mixed-race British males and the role of school teachers: New theory and evidence. Race and Racialization, 2E: Essential Readings, p.376.

Kohli, R & Pizarro, M 2016, Fighting to educate our own: Teachers of colour, relational accountability, and the struggle for racial justice. Equity & Excellence in Education49(1), pp.72-84.

Kohli, R 2014, Unpacking internalized racism: Teachers of colour striving for racially just classrooms. Race Ethnicity and Education17(3), pp.367-387.

Njaka, C 2016, Constructing Mixed Race: Racial Formation in the United States of America and Great Britain (Doctoral dissertation, The University of Manchester).

Peters, F 2016, Fostering mixed race children. In Fostering Mixed-Race Children (pp. 7-21). Palgrave Macmillan, London.

Stepney, CT, Sanchez, DT & Handy, PE 2015, Perceptions of parents’ ethnic identities and the personal ethnic-identity and racial attitudes of biracial adults. Cultural Diversity and Ethnic Minority Psychology21(1), p.65.

Stoll, LC 2014, Constructing the color-blind classroom: teachers’ perspectives on race and schooling. Race Ethnicity and Education17(5), pp.688-705.

Taylor, B, Francis, B, Archer, L, Hodgen, J, Pepper, D, Tereshchenko, A & Travers, MC 2017, Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture & Society25(3), pp.327-345.

Tran, Y 2015, ESL pedagogy and certification: Teacher perceptions and efficacy. Journal of Education and Learning4(2), p.28.

Tutwiler, SW 2016, Mixed-race youth and schooling: The fifth minority. Routledge.

Zinsser, KM, Denham, SA, Curby, TW & Shewark, EA 2015, “Practice what you preach”: Teachers’ perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development26(7), pp.899-91

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