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Science
Teaching and Asian Undergraduates:
Are
they Immiscible?
Rajal Naik and Harkirtan
Singh-Raud
Introduction
It
is now established that many Asian young people prefer to study
on after the compulsory age (Brennan and McGeevor, 1990; Tanna,
1990; Thronley and Siann, 1991; Modood, 1993; Taylor, 1993, Woodrow
1996; Basit, 1996; Bhopal, 1997; Singh-Raud, 1998). It is also
known that few Asian graduates in Britain enter the teaching profession
(Singh et al., 1988; Ranger, 1988; Searle and Stibbs, 1989; Moyo
Robbins, 1995) where such role models are desperately needed.
Practically no ethnic minority men enter the primary sector (TTA,
1998a). Recent reports from the TTA and previously from the Commission
for Race Relations (CRE, 1989: 2) have expressed concern over
the low number of ethnic minority students entering departments
of education and colleges of higher education. More recently,
figures released for ethnic minorities entering teacher training
institutions have been quoted as 5% for primary and 7% for the
secondary school teacher trainees with some institutions having
0% in the primary sector (TTA, 1998a).
The
Commission For Racial Equality, as far back as 1989, in its submission
to the Education, Science and Arts Committee of the House of Commons
argued that ethnic minority teachers are significantly under-represented
in British schools (CRE, 1989). The chief reason put forward for
this was racism in schools. The submission (CRE,1989:1) states
"In effect the issue is circular - ethnic minority pupils
may experience racial discrimination and harassment at school
and often perceive their ethnic minority teachers to be similarly
treated. They are reluctant to become teachers themselves..."
However
the Community Relations Commission (DES, 1985: 603) strongly argued
in favour of increasing the employment of ethnic minority teachers
as have the TTA (1997 and 1998b), the CRE (1997) and organisations
such the National Muslim Education Council of UK (1998). The TTA
prepared an ethnic minority teacher statement (TTA, 1999) to reinforce
this. These organisations suggested that it is desirable for the
teaching profession to reflect the total population. People from
the ethnic minority groups should have opportunity to become professional
workers if they have the ability. Ethnic minority parents and
children seem unable or unwilling to trust ‘authority’ to understand
their needs are reassured by the presence of staff from their
own ethnic group. The Swann report (DES, 1985: 604) reinforced
these reasons and went further by stating that "Ethnic minority
teachers may be ‘role-models’ in all white schools as well as
in multi-racial schools". This has been reinforced by recent
research (Singh-Raud, 1997; Basit, 1997; Wolverhampton RECC, 1999).
Ironically,
on the Indian sub-Continent teaching at all levels has a relatively
high status within the Asian community and therefore teachers
on the sub-Continent command a level of respect due to their profession.
In fact the problem of acquiring an education post is such a burden,
that often ‘cash is exchanged’ (Indian Female Observer, 1989).
Yet in the UK teaching does not seem to hold the same level of
respect by the ethnic minorities and the wider community.
There
have been only a small number of studies on ethnic minority students
and their attitudes and perceptions of teaching (Rakhit, 1989;
Singh et al., 1988; Brar, 1991, Ghuman, 1995). However the present
study, which is a pilot study for a larger enquiry, focuses on
the undergraduates/graduates from science disciplines (in a ‘new
university’) and in particular the Asian science students. The
study investigates the processes that had influenced the students’
present career choice and explores the views and concerns that
leads them to disregard the teaching profession as a career choice.
The study was approached from the angle of being illuminative
and raise new points of interests from which it is hoped that
after further research, models to improve recruitment into shortage
subjects will be developed.
Methodology
A
questionnaire was designed to explore the following issues; the
person or factor having the most influence in course choice, alternative
careers held in high regards versus those not considered, future
employment and status and financial consideration, relationship
with peers and teachers while at school, issues of conflict, views
about teaching, views on role of ethnic minority teachers in school
and finally social and familial issues related to future employment
consideration.
The
questionnaire was to be distributed to course tutors, and the
students asked to fill them in. The questionnaire outlined the
nature of the research and emphasised the strictest of confidentiality
and anonymity. The questionnaire involved a 1 to 5 scaled response
to gauge the strength of response and aid analysis.
The nature
and description of the sample
The
various tutors from the science departments in a ‘new university’
were asked to allow access to their students in all the years
from their degree courses. Of these one departmental tutor responded
outlining the fact that the course had a large sample of both
ethnic minority and majority students. The tutor further aided
with the administering of the questionnaire to the students. Thirty-three
students took part in the study. To enable gender balance more
white students were represented in this sample then the Hindu,
Muslim or Sikh groups.
Table 1:
The sample by religious and gender grouping
Ethnic -Religious
group Females Males Total
______________________________________________________________________________________
Asian - Hindu 1 2 3
Asian - Sikh 2 1 3
Asian – Muslim 3 4 7
White - Christian
13 4 17
White - None 1 2 3
Total
33
* The religious categories
are relatively broad.
Analysis
The
response to the questionnaires were recorded and grouped according
to ethnic background, although religion is noted in some cases.
This is because studies in the past have shown that the different
religious sub-groups can have differing attitudes to employment
(Crishna, 1974; Ghuman, 1995; Singh-Raud, 1997). At this stage
the various Asian religious group responses have been accumulated
with any significant anomalies in answers outlined in the findings,
as the size of the sample is relatively small for the Hindus and
the Sikhs.
Findings
Influences
on career choice
Of
the 33 students 10 students strongly or very strongly considered
teaching as a profession, 11 would not and the remainder 12 did
not feel one way or another.
When
asked if they felt whether any one strong factor or person had
influenced their choice of study, 29 responded that their grades
were a strong factor, i.e. in some cases not achieving the required
grades for the preferred course. When it came to actually using
the course with the grades they had, 17 chose the course themselves
and no person influenced their decision. Nevertheless for 13 of
the respondents parents were a strong source of influence. Jones
et al, (1996) found that ‘family and social pressures can convince
some ethnic minorities not to go into teaching. This factor has
to be investigated in more depth in the larger study, since only
two male students wanted to enter teaching out of the possible
13 Asian students.
The
strong belief of izzat (family honour see Basit 1997 and Singh-Raud,1997)
has very much been the central cohesive force in keeping much
of the Asian community from straying from the ‘right’ path. Often
the social pressure even for the third generation today is one
of conforming to group values and failure is often blamed on lack
of parental concern for their children. When asked if their parents
would be disappointed if they did not get a job in their field
of study? Eight out of 33 said their parents would be disappointed
(4 Asian, 4 white). Did they feel their parents would be worried
about loosing face in the community, 9 out of 33 replied they
strongly or very strongly believed it would be so (6 white, 3
Asian).
Teachers,
careers advisors, siblings and peers appeared to have a smaller
degree of influence. The experience of teachers in the past recommending
Asian student to lower status qualification that is CSE instead
of ‘O’ levels, might suggest a legacy of mistrust again brought
about by parents.
Alternate
career choice, status and financial reward
An interesting issue
of concern here was to see if the students, in particular the
Asian students, would chose careers of high status and high financial
reward (Woodrow, 1996). A comprehensive category using some of
the more ‘stereotypic’ employment outlined by (Modood et al 1998)
and some menial jobs along with teaching, were used to gauge choice
of alternate careers. Would this reveal a diversity of choice
between the two groups?
Both the white and
Asian groups dismissed any form of manual labour or jobs such
as cleaning, catering, and even retail. Only 8 of the white students,
and only 2 Asian students (both Muslim males) said they would
consider teaching. It can be seen here that none of the Muslim
women wanted to do teaching, a career deemed ‘safe’ by the Muslim
community (Wilson, 1970; Basit, 1997; Singh-Raud, 1997; Bhatti,
1999).
However all of the
groups claimed they would consider medicine, and any form of management
work and business. The popular choice of banking amongst Asian
once again proved to be the choice in this study but not amongst
the white students.
It can be seen that
higher status jobs are preferred amongst the science graduates,
rather then menial jobs. But perhaps the nature of the course
these students were on (Pharmacy) means many would be considering
higher status jobs and also, branching out in their own business
these are matters to be explored in the larger study. As to the
question of avoiding taking up any job which may cause them to
lose face in the community, the response was mixed. With 6 out
of 17 white (Christian) students claiming they would lose face.
The none religious white students, and the Asian students did
not think this would not be the case with the exception of one
Sikh male. When considering pay many considered their starting
salary to be in the region of £16-20,000, in their present career
choice. When one considers that the initial pay for teachers is
in the region of £15,300-£17,000 there is little difference. The
question arises would they consider teaching if they knew a teachers
starting salary?
Relationships
with peers and teachers when at school
One of the areas
the questionnaire explored was the relationship between the various
people at school, teachers peers and members of cultural ethnic
groups. All none religious and 13 out of 17 white (Christian),
all Hindus, 5 out of 7 Muslim students and 1 out of 3 Sikhs students
said they did get on with their teachers. When asked if any faced
conflicts with teachers 2 Asian male students (1 Muslim; 1 Sikh)
claimed they did, while the rest of the 31 in the sample population
did not. However the same Sikh student faced conflict with his
peers. Many of those who replied negatively to the above questions
also claimed that the difference in point of view was due to a
clash of personality, but the nature of the clash and other factors
remain to be explored.
The questions in
this section were designed to elicit difficulties during schooling
thus negating teaching as a viable option. Research has shown
that more Asian minority children in schools are now being excluded
relative to their white peers, a problem encountered previously
by the African-Caribbean community. Many Asian students also experience
low expectation from their teachers (Bhatti, 1999). These questions
would start to explore these issues.
4.4 Possible
barriers to choosing teaching
Setting and marking
work was factor given by 12 of the white students (10 Christians;
2 none religious) and, 7 of the Asian students (3 Hindus; 5 Muslim
students). Having to deal with parents, as a barrier, gave a response
of half of the white students. This was similar to the Asian students’
response (6/13).
Another issue was
that of pay in their intended career. Again half the white students
and a majority of Asian students (8/13) felt that their intended
career starting salary was reputed to be higher and so dissuaded
them from choosing teaching. Other factors were, Heavy workload
and teaching large number of children at once a concern voiced
by half of the total sample.
Ironically, 16 out
of 20 white students and 10 out of 13 Asian students stated that
they loved working with children, nevertheless this was not enough
to attract them to the teaching profession. This raises the question
of whether these people would like to work with children outside
of schools i.e. youth clubs, sports centres etc.
Ethnic minority
teachers in the classrooms
Finally what did
they feel about the role of ethnic minority teachers in schools,
should there be ? The response was high with 26 out of 33 responding
with a strong agreement that there should be teachers from diverse
cultural backgrounds in (11 Asian; 15 white students). This reinforces
finding of many recent studies (Verma, 1993; Singh-Raud, 1997;
Bhatti,1999). As to the question of ethnic minority teachers teaching
all pupils about ethnic minority cultures, 12 out of 20 white
students and 9 out of thirteen Asian students felt this was a
positive move. However when asked if any teacher could
teach about the cultural backgrounds of the minorities in Britain
the reply was about the same again in that ,10 out of 20 white
students and 8 out of 13 Asian students felt this was the case
. As many as 21 out of 33 students said that ethnic minority teachers
were a positive role models for the ethnic minority children.
This was a point mentioned by various studies (Singh-Raud 1997;
Bhatti, 1999, Wolverhampton RECC, 1999)
Conclusion
At
this stage of the research it appears that there is a significant
difference between the Asian students willing to enter teaching
as compared to their white counterparts. It appears that there
is little parental influence when they chose their present career.
The factors of high status job and money seems to be significantly
high on the list of many who believe that the pay in teaching
would be lower, yet this has proved to be a mistake. Although
the pay after 5 years does vary and with the ceiling of about
£26,000 in teaching compares less favourably than if these students
opened their own business or worked in industrial plants where
the remuneration could be much higher.
Many felt that various
aspects of teaching were barriers for them in choosing a career
in the profession. There is the possibility that if small taster
sessions were held in schools or short informative talks, optional
units on sixth form courses, for would be interested individuals
(or all), may alleviate misconceptions about the profession. Many
of the issues raised here such as the fact that many in this sample
had parents who were teachers or lecturers and some of these students
did not want to enter teaching while equally others did. What
was it that led to this division of response? Did their school
environment and experiences lead to negating of teaching as a
career. Do the Asian parents feel that the experience of first
generation migrant teachers could be influencing their negation
of teaching for their offspring? Can they be pacified to allow
their children to enter teaching these and many more issues will
need to be explored in more detail during the next phase of the
research.
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