The Values and Character Dispositions of 14 -16 Year Olds in the ...

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feel isolated and forgotten about, ‘it’s as if you are here but nobody cares about you orthe area’. There is also evidence of distrust of the political process and of politicians,‘yeah they are just making a career for themselves but they don’t really care’. Thestudents do not see politicians as being their representatives endowed with a caring sideor an integrity that they can believe in. There is also a latent sense (high inference) thatstudents feel acted upon, rather than acting themselves. For example, there is no sense ofpositivity or students’ active interest in community arrangements.Using the data from this research phase the team identified key words and phrases thatdescribed students’ experiences and feelings in relation to the issues raised. For example,the word ‘bored’ was commonly used. This conveys a lack of ambition, and reinforcesthe sense that the student expected to be acted upon rather than generating his or her owninterests. We used these key words and phrases to identify what was most important tothe students, and to construct questions in the subsequent phase.The documents used in the analysis and described above were reliability-checked foraccuracy as part of the research process.The FindingsPresented below are the findings in summary that emerged from the group discussionsand individual interviews. The findings are drawn from the transcripts of the discussionsand from student written responses and reflections.1. Likelihood of votingMany students in the Hodge Hill area said they would not bother voting even ifthey could. What does this tell us about the way they feel? And why do they feelthat way?This question, asked as a result of an indifference to voting identified in the firstquestionnaire, revealed that many students felt ‘forgotten’ in the political process. Manysaid that politicians did not ‘live in the real world’ or understand what it was like in theircommunity. Several pupils commented that it was as if no one cared about them or theirway of life, so they did not see why they should vote. One student reported that a studenthe knew, a victim of racism, would vote if voting stopped racism, but since voting didn’tever change anything that student would never vote.A question about student perceptions of politics had already been asked in the precedingquestionnaire so was not asked again. The research team was interested in the notion ofstudent indifference and perceived powerlessness and these were taken forward into thenext research phase.50
2. Care about neighboursQuite a few people said they didn’t know or really care much about theirneighbours. Why is this and how could we change it?This question followed up on the questions about neighbours in the first questionnaire. Inthese discussions a majority of students said their neighbours were either distant ortroublesome. Individual students said that their neighbours were often disinterested,careless, thoughtless or did not share the same standards. There were some neighbourswho were seen positively, particularly older neighbours, who were both respectful andlongstanding. Muslim students tended to get on better with their neighbours, for exampleone student spoke of kind neighbours, ‘who brought round food for a meal’.This inquiry led to questions about citizenship in the following questionnaire.3. Influence of neighbourhoodThink about your local neighbourhood. Many people said that their neighbourhoodwouldn’t influence their behaviour. Why would they say that? Does yourneighbourhood affect your behaviour?These questions were aimed at further exploring the features of the neighbourhood thatstudents lived in and how they might impact on good character. One response was that ifyou didn’t acknowledge the reality of the neighbourhood around, you were somehow indenial and therefore deluding yourself: ‘well it’s stupid isn’t it? I mean of course they arekidding themselves that they are not being influenced. Of course they are’.A significant group of students said that it was important to be influenced by theirneighbourhood, especially since it was so challenging. They concluded that not to beinfluenced ‘would be strange’. Overall the neighbourhood was seen negatively. Onestudent said that there was very little in their environment to occupy students after the ageof 11.These questions led to questions about society and character in the followingquestionnaire4. The effect of community and environmentIn what ways does your community and environment affect you? And how do youaffect it?These interviews revealed a strong sense of Islamic solidarity within the community.There was also a strong concern expressed by the Muslim students that stereotypes ofAsians were widespread, ‘it’s on YouTube innit? They are always saying things about us,making stuff up’.Most students said that they wanted to be good, despite living in a neighbourhood with ahigh level of economic and social problems. However, students said that there wasn’t51
Page 1: ContactJames ArthurProfessor of Edu
Page 6 and 7: Table of ContentsForeword by The Rt
Page 8 and 9: Report AuthorsDr. James Arthur is P
Page 10 and 11: Commentary by the Advisory BoardThe
Page 14 and 15: 1 IntroductionLearning for Life is
Page 16 and 17: All dimensions of education are ess
Page 18 and 19: a sense of agency, personal respons
Page 20 and 21: may have affected the nature of the
Page 22 and 23: Quality of housing presents other p
Page 24 and 25: Map of Hodge Hill Constituency Birm
Page 26 and 27: Below is a list of the role models
Page 28 and 29: 8. Do you behave differently with d
Page 30 and 31: 4 Phase Two Questionnaire One Analy
Page 32 and 33: Sample by School and ReligionMuslim
Page 34 and 35: 10090807060504030Directly to WorkCo
Page 36 and 37: Question 28 I am a member of a club
Page 38 and 39: Question 44 My local neighbourhood
Page 40 and 41: Question 36 I prefer to fit in with
Page 42 and 43: Question 27 If I could vote I would
Page 44 and 45: Question 43 Citizenship is a useful
Page 46 and 47: Principal Component One - general p
Page 48 and 49: with those relatively more positive
Page 50 and 51: 6 Phase Three Group Interviews 2 an
Page 54 and 55: much trust in the community and sev
Page 56 and 57: much to be optimistic about’, but
Page 58 and 59: 17. Perceptions of student responsi
Page 60 and 61: S1: People are making a living from
Page 62 and 63: When asked what their neighbours we
Page 64 and 65: Questionnaire Two Characterisation
Page 66 and 67: 2. Sample by Religion in Schools100
Page 68 and 69: 3. Students’ Ambition to Attend U
Page 70 and 71: 4. Post-Secondary Destination of Pa
Page 72 and 73: 1009080706050403020100Yes Unsure No
Page 74 and 75: Question 8 I generally trust people
Page 76 and 77: Question 9b I trust the following p
Page 78 and 79: Question 9e I trust society10090807
Page 80 and 81: Question 31 School could do more to
Page 82 and 83: Question 36 Students here are willi
Page 84 and 85: 8 Factor Analysis TwoIt was clear i
Page 86 and 87: Q28I speak up when I see someone be
Page 88 and 89: Female students and those with no r
Page 90 and 91: Judgment on societySchoolBritainTru
Page 92 and 93: 9 Student Destinations 2008-20096 t
Page 94 and 95: Sixth FormThe Post 16 Centre is a s
Page 96 and 97: School F ProfileThe DCSF achievemen
Page 98 and 99: Intro Qualities of Family and Role
Page 100 and 101: How do you think you behave differe
Page 102 and 103:
Appendix 3 - Phase Two Questionnair
Page 104 and 105:
My Parent or Guardian attended (Ple
Page 106 and 107:
SECTION TWOKEY1=strongly agree2=agr
Page 108 and 109:
SECTION FOURKEY1=strongly agree2=ag
Page 110 and 111:
Please write any comments you have
Page 112 and 113:
Q33 287 35.0 256 31.3 143 17.5 56 6
Page 114 and 115:
Appendix 5 - Phase Three Group Inte
Page 116 and 117:
Appendix 6 - Phase Four Questionnai
Page 118 and 119:
e. Islamf. Hinduismg. Sikhismh. Bud
Page 120 and 121:
13. I would like to see Character t
Page 122 and 123:
46. Getting married is important 1
Page 124 and 125:
Appendix 7 - Questionnaire Two Summ
Page 126 and 127:
Appendix 8 - Factor Analysis 1 and
Page 128 and 129:
Appendix 8b: Questionnaire One Prin
Page 130 and 131:
Appendix 8c: Questionnaire One Prin
Page 132 and 133:
Appendix 8d: Questionnaire One Prin
Page 134 and 135:
Appendix 8e: Questionnaire 2 Two Cl
Page 136 and 137:
Appendix 8f: Questionnaire Two Clus
Page 138 and 139:
Parameters in best linear regressio
Page 140 and 141:
Appendix 8i: Questionnaire Two Clus
Page 142 and 143:
Appendix 8j: Questionnaire Two Clus
Page 144 and 145:
Appendix 8l: Questionnaire Two Clus
Page 146 and 147:
Appendix 9: Research and Developmen
Page 148 and 149:
11 BIBLIOGRAPHYAjegbo, K., Kiwan, D
Page 150:
Ryan, K. & Likona, T. (1987) ‘Cha
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