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The Students’ Experience of School

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Faith Schools, Tolerance and Diversity

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Abstract

This chapter looks at how the students perceive the four educational aspects of the school which might impact on tolerance (cognitive sophistication, contact, values socialisation and identity construction). The analysis of the student data suggests that the students’ perspective of the school is often formed relative to other familiar contexts, such as their home environment. Overall, the students’ perceptions of their educational experience showed a high degree of similarity. The school which showed the greatest degree of distinctiveness was the MI school. The additional information of the two chapters focussing on student perceptions and experiences (Chap. 4 and this chapter) lead to a revision of the provisional hypotheses of Chap. 3.

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Notes

  1. 1.

    These results included all pupils regardless of whether they held a religious belief. If only religious students were considered little variation was seen between the two sets of results.

  2. 2.

    This could be denoted in many ways for example through dress, ethnicity or language, and may of course not be a true reflection.

  3. 3.

    Suliman(MI).

  4. 4.

    Saira, Hussain, Yousef, Zainab, Noor (MI); Gregory, Matt (RCI); Katie, Louisa(NFS), Anna, Sarah, Ben, Esther, Rebecca (ECI); Pippa, Anthony, Alicia(NFI); Grace, Hannah, Jennifer (RCS).

  5. 5.

    Esther, Ben (ECI); Gregory, Matt (RCI); Hannah(RCS).

  6. 6.

    Zainab, Saira, Suliman, Yasmin(NI).

  7. 7.

    Gregory, Matt(RCI); Yousef, Hussain(MI).

  8. 8.

    Louisa, Katie(NFS); Pippa, Georgina, Laura, Alicia, Anthony (NFI).

  9. 9.

    Pippa(NFI).

  10. 10.

    Yasmin(MI), Hannah (RCS).

  11. 11.

    Hugh, Georgina, Laura (NFI).

  12. 12.

    These questions were taken from the IEA Civic Education Study 1999 (Torney-Purta, 2001). Direct comparison of scores cannot be made as a different Likert scales were employed.

  13. 13.

    Charlotte, Hassan, Louisa, Chantelle, Michael (NFS); Laura, Georgina, Pippa, Anthony, Hugh (NFI).

  14. 14.

    Michael(NFS).

  15. 15.

    Matt(RCI), Sarah(ECI).

  16. 16.

    Charlotte(NFS).

  17. 17.

    Laura, Pippa, Georgina, Hugh (NFI); Chantelle, Hassan(NFS).

  18. 18.

    Jon, Mark(RCI).

  19. 19.

    Harriet, Mark(RCI); Joseph(RCS).

  20. 20.

    Laurence (ECI).

  21. 21.

    Sarah, Luke(ECI); Joseph(RCS).

  22. 22.

    Gregory, Harriet(RCI).

  23. 23.

    Saira(MI).

  24. 24.

    These scores measure the authoritarian personality and can be used as a proxy for authoritarian background. The higher the score the more authoritarian the student (see Chap. 3 and Appendix 3).

  25. 25.

    Head Teacher(MI).

  26. 26.

    Emily, Harriet, Jon (RCI); Anna, Luke, Laurence(ECI); Joseph, Hannah, Grace, Danny (RCS).

  27. 27.

    Rhianna(RCS); Christina(RCI).

  28. 28.

    Jon, Mark, Gregory, Matt (RCI); Danny(RCS).

  29. 29.

    Zainab(MI).

  30. 30.

    Emily, Harriet(RCI).

  31. 31.

    Rhys(RCS).

  32. 32.

    Suliman, Zainab, Ibrahim, Noor(MI).

  33. 33.

    Rebecca, Luke, Anna, Sarah, Ben(ECI).

  34. 34.

    Laura, Georgina(NFI); Hassan, Chantelle(NFS); Christina, Annabel, Jon(RCI); Anna, Sarah, Esther, Rebecca, Ben, Luke, Nick(ECI); Danny, Grace, Hannah(RCS); Suliman, Yousef, Hussain, Yasmin, Saira, Zainab, Noor(MI).

  35. 35.

    Christina, Annabel, Jon, Mark(RCI); Danny, Joseph, Grace, Hannah(RCS); Laura, Georgina(NFI); Hassan, Chantelle(NFS).

  36. 36.

    Esther, Nick, Luke, Rebecca(ECI).

  37. 37.

    Ben, Esther, Nick(ECI); Annabel, Jon(RCI); Hannah(RCS).

  38. 38.

    Joseph(RCS); Sarah(ECI).

  39. 39.

    Mark(RCI); Luke(ECI).

  40. 40.

    Jon(RCI); Laura(NFI); Danny(RCS).

  41. 41.

    Yasmin(MI).

  42. 42.

    Noor(MI).

  43. 43.

    Yasmin, Zainab, Ibrahim(MI).

  44. 44.

    Yasmin(MI).

Bibliography

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  • Janmaat, J. G. (2008). Diversity and social capital in English schools. London: Institute of Education.

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  • Nelson, J., Wade, P., & Kerr, D. (2010). Young people’s civic attitudes and practices: England’s outcomes from the IEA international civic and citizenship education study (ICCS). London: Department for Education.

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  • Rizvi, S. (2007). Muslim schools in Britain: Socialization and identity. Unpublished PhD Thesis. Oxford: University of Oxford.

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  • Torney-Purta, J. V. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam: International Association for the Evaluation in Educational Achievement.

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Author information

Authors and Affiliations

  1. UCL Institute of Education, University of London, London, UK

    Jan Germen Janmaat

  2. Department of Education, Kyushu University, Fukuoka, Japan

    Edward Vickers

  3. London, UK

    Henry Everett

Authors
  1. Jan Germen Janmaat
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  2. Edward Vickers
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  3. Henry Everett
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Editor information

Editors and Affiliations

  1. UCL Institute of Education, University of London, London, United Kingdom

    Jan Germen Janmaat

  2. Department of Education, Kyushu University, Fukuoka, Japan

    Edward Vickers

  3. London, United Kingdom

    Henry Everett

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Janmaat, J.G., Vickers, E., Everett, H. (2018). The Students’ Experience of School. In: Janmaat, J., Vickers, E., Everett, H. (eds) Faith Schools, Tolerance and Diversity. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-69566-2_5

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  • DOI: https://doi.org/10.1007/978-3-319-69566-2_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-69565-5

  • Online ISBN: 978-3-319-69566-2

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