A Closer Look at Higher Education Minority Ethnic Students and ...

staying-on at 16 and attainment (as highlighted in previouschapter), are discussed further below. Also, although financialissues were less of a concern, these are also discussed furtherbelow because of their greater policy interest at the present time.3.2 Family and parental influenceThe extent to which education is valued by family, peers andother influencers is an important part of the complex picture ofdecision making about HE for most students. But in particular, itis valued highly within most minority ethnic groups, so it is likelyto play a more important role in HE decisions. Previous researchhas shown that there is a stronger drive for qualification amongstethnic minorities, and once individuals begin to acquirequalifications they seek more. In particular, education is seen ashaving an important role in upwards social mobility. 1Additionally, succeeding generations have shown a greatertendency to obtain HE qualifications than their parents, resultingin a second generation of minority ethnic groups that are morequalified than the first, for all ethnic groups and both genders. 2This ‘qualification drive’ can be seen in the fact that, despite lowerGCSE results at age 16, and much lower for some groups (eg Black,see section 2.5), minority ethnic groups are more likely to perseverewith their education, some by re-sitting exams for better grades.Evidence specifically suggests that Pakistani and Bangladeshistudents are more likely than other groups to be still at school orin a sixth form college in their third post-compulsory year. 3 But, aspointed out in sections 2.1 and 2.2, Black Caribbean groupsperform worst at GCSE, and are also less likely to stay on at 16.Parental influence is extremely important in shaping decisionsabout HE for many young people. Research has shown thatparental encouragement to go to university increases the chancesof going. 4 As shown above, individuals from minority ethnicgroups are more likely to believe that there is an expectation thatthey go to university and that their families are encouraging themto do so. There also appears to be more certainty amongst theyoung minority ethnic population that they are going to go on toHE in the future. 51 See Connor et al. (2002), and Connor and Dewson (2001) for morediscussion of social class and pre-HE attainment.2 See Modood Ch3, in Modood et al. (1997), Ethnic Minorities in Britain:Diversity and Disadvantage.3 Evidence presented in Payne J (2003) Choice at the end of compulsoryschooling: A research review.4 See Gilchrist et al., (2003).5 MORI (2002), Schools Omnibus 2001-2002 (Wave 8).28Why the Difference?