NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ988292
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1359-6748
Promoting Post-16 Participation of Ethnic Minority Students from Disadvantaged Backgrounds: A Systematic Review of the Most Promising Interventions
See, Beng Huat; Gorard, Stephen; Torgerson, Carole
Research in Post-Compulsory Education, v17 n4 p409-422 2012
There is widespread international concern that young people from disadvantaged backgrounds and some ethnic minorities are less likely to continue education or training after compulsory schooling, or are less likely to follow the highest-status and prestigious routes. Based on work done in the UK, this paper presents the results of a systematic review of evidence from 1996 to 2011. The review identified only 14 intervention studies with a robust evaluation, intended to encourage participation and retention in post-compulsory education for disadvantaged ethnic minority groups. Of these, the most promising approaches were the use of extrinsic motivation for behaviour and attendance (payment by results), and the close personal engagement of adult mentors. Both were tried in the USA, and so the paper concludes that they should be adapted for contexts elsewhere, including the UK, and tested carefully. Given limitations of funding for research, other approaches should not receive priority. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States