Abstract
This chapter reflects upon patterns of educational and socioeconomic outcomes among the participants within a historical context. Thus, in addition to the knowledge claim in this book, it addresses the dearth in our understanding of how psychosocial resources feature in educational and socioeconomic outcomes. The chapter ends with an attempt to situate the knowledge claim within the social science literature on diversity and disadvantages among social groups in education and socioeconomic domains and, more specifically, contemporary social [groups] psychology.
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Notes
- 1.
Henry Murray— the father of the personology approach —emphasised the person at many levels of complexity. He authored Explorations in Personality , in which the quoted passage may be found, and co-developed the Thematic Apperception Test , which was designed to reveal a person’s social drives/needs through their interpretation of emotionally ambiguous situations.
- 2.
Martin Seligman—a professor of psychology at Penn University, Pennsylvania—is a renowned authority in contemporary positive psychology. He has explored the themes of optimism, pessimism, and learned helplessness in his research.
- 3.
Farrukh Dhondy—a writer and left-wing activist—worked as a further-education lecturer and schoolteacher in the Midlands and London before embarking on a career in television, wherein he explored issues of multiculturalism .
- 4.
Paul Willis—a professor of sociocultural ethnography at Keele University—is well known for his sage ethnographic studies and exploration of cultural forms in a variety of contexts, including sociology, anthropology, and education.
- 5.
Heidi Mirza—a professor of race, faith, and culture at the University of London—has pioneered research on social identities that include race and gender in education. Her notable works include Young, Female and Black (1992), which the British Education Research Association cites as one of the forty most influential educational studies.
- 6.
Tony Sewell—an educationist—is well known for his unconventional commentaries on issues surrounding the experience of disadvantaged young people in education and his charity work with young people from disadvantaged communities throughout their secondary-school careers.
- 7.
John Ogbu is best known for his theories on observed phenomena involving race and intelligence, especially how race and ethnic differences play out in educational and economic achievement.
- 8.
Prior to the abolition of slavery in the Western world, free blacks were people of black ancestry who were not slaves. Until relatively recently, almost all blacks in the Americas were thought to have African slave ancestry. There was a class of free blacks as early as 1619, and the population grew from multiple sources: children born of free biracial persons; biracial children born of free biracial mothers; biracial children born of white servants; children of free black and Indian parentage; manumitted slaves; and slaves who had escaped bondage.
- 9.
The Race Relations Act was enacted in the 1965 in response to the colour prejudice that had become part of daily life for non-white citizens of the Commonwealth. The Act made it a civil—as opposed to a criminal—offence to refuse to serve, to serve with unreasonable delay, or to overcharge on the grounds of colour, race, ethnicity, or national origin; it also created the offence of ‘incitement to racial hatred’. It was extended to cover employment and housing in 1968.
- 10.
The Equality Act (2010) legally protects people from discrimination in the workplace and wider society. It sets out the different ways in which it is unlawful to mistreat someone and strengthens protection in some situations. Prior to its introduction, discrimination was addressed through three separate pieces of legislation: the Sex Discrimination Act (1975); the Race Relations Act (1976); and the Disability Discrimination Act (1995).
- 11.
Rupert Brown—a professor of social psychology at Sussex University—has explored intergroup relations, social psychological processes underlying prejudice, acculturation processes among minority and majority groups, reconciliation in post-conflict societies, and the antecedents and consequences of collective guilt and shame. He shared the Society for the Psychological Study of Social Issues’ Gordon Allport Intergroup Relations Prize in 2005.
Bibliography
Gladwell, M. (2009). Outliers: The Story of Success. London: Penguin UK.
Mirza, H. S. (1992). Young, Female, and Black. London: Taylor & Francis.
Neufeld, G., & Maté, G. (2006). Hold on to Your Kids: Why Parents Need to Matter More Than Peers. New York: Ballantine Books.
Willis, P. E., & Aronowitz, S. (1981). Learning to Labour: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press.
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Maduro, W.E. (2018). Trajectories of Experiences and Outcomes. In: Caribbean Achievement in Britain. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65476-8_12
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DOI: https://doi.org/10.1007/978-3-319-65476-8_12
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