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Ethnicity and Educational Inequality: An

Investigation of School Experience in Australia and

France

Ethnicité et inégalité scolaire : une enquête sur l'expérience lycéenne en Australie et en France

Joel Austin Windle

Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy under a Cotutelle arrangement with The University of Melbourne and the Université de Bourgogne

September 2008

Faculty of Education,

University of Melbourne, Australia

and

Institut de Recherche sur l'Education (IREDU),

Université de Bourgogne, France

Abstract

This thesis examines the contribution

of 'ethnic' background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish- background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in 'peripheral' locations constitute logics of marginal integration which enable and legitimise 'exclusion from within'. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities.

Résumé

Cette thèse examine, au niveau lycée, la contribution de l'origine ethnique aux

expériences scolaires d'élèves désavantagés (N=927). Elle a pour objectif d'étudier

les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d'enquêter sur le rôle de l'identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été menée dans deux pays. L'étude du cas des élèves d'origine turque en France et en Australie indique que les influences de l'ethnicité sont transformées d'un contexte à l'autre par des structures pédagogiques distinctives. En France, les filières et les jugements académiques sévères en réduisent l'estime de soi, en créant de l'aliénation et de la distance sociale entre élève et professeur. En Australie, au contraire, le différemment de la sélection et du jugement permet, de façon temporaire, une atmosphère plus

conviviale en cours, mais ne réussit pas à assurer le succès académique des élèves.

Les efforts des deux systèmes dans les sites périphériques constituent des logiques d'intégration marginales qui permettent l'exclusion de l'intérieure. Les efforts des élèves pour donner un sens à la vie scolaire à travers des cultures de pairs qui se ressemblent dans les deux contextes font partie des stratégies d'intégration marginale. Les élèves d'origine immigrée semblent particulièrement concernés par ces logiques et stratégies, qui renforcent leur position subordonnée dans le système. L'étude identifie alors les difficultés auxquelles sont confrontés les deux systèmes comme résultant de caractéristiques structurelles. i

Declaration

This is to certify that

the thesis comprises only my original work towards the PhD (ii) due acknowledgement has been made in the text to all other material used, (iii) the thesis is less than 100,000 words in length, exclusive of tables, maps, bibliographies and appendices.

Joel Windle

Examination Panel/Membres du jury

Professor Françoise Lorcerie

Associate Professor David Beckett (also representing Dr. Ruth Lupton)

Professor Marie Duru-Bellat

Professor Richard Teese

ii iiiAcknowledgments I wish to thank my supervisors, Professor Richard Teese, Professor Marie Duru-Bellat and Associate Professor John Polesel, for their invaluable support and guidance. I also wish to thank the staff of the Center for Post-compulsory Education and Lifelong Learning and the Institut de Recherche sur l'Education for their assistance over the course of the project. In particular, Neil Day and Stephen Lamb at the University of Melbourne provided valuable assistance. I wish to acknowledge the support of the Victorian and French educational authorities and of all of the schools participating in the study. I am particularly grateful for the contribution of the staff and students who gave up their time to participate. I am also grateful to the members of the communities in which the schools are situated for their advice and background information. In particular, Joy Elley provided much assistance in the early stages of the project and her earlier work in the fiel d was an inspiration. Discussions with my fellow post-graduate students at both research institutes also provided inspiration and insight. Finally, my t hanks go to my family and friends, and especially my partner, Daniel, for their support throughout.

Table of Contents

Page i ii iii Table of contents.......................................... ............................ iv List of tables and figures.................................... ........................ v Summary in French.......................................... ........................ viii Chapter 1. Introduction..................................... ......................... 1 Chapter 2. Inequalities in the context of 'massified' systems.............. 11 Chapter 3. Research methods and settings......................... ........... 33

Part 1 : Australia

Chapter 4. Turkish migrants in Australia........................................ 56 Chapter 5. The education of Turkish-background students in Australia 71 Chapter 6. Aspirations and pathways in Australia............................ 88 Chapter 7. Managing schoolwork in Australia................................. 129 Chapter 8. Social and pedagogical relationships in Australia............. 177

Part 2: France

Chapter 9. Turkish migrants in

France........................................... 216 Chapter 10. The education of Turkish-background students in France. 233 Chapter 11. Aspirations and pathways in France..................... ........ 247 Chapter 12. Managing schoolwork in France.................................. 281 Chapter 13. Social and pedagogical relationships in France............... 326

Part 3: Schooling in comparison

Chapter 14. Dreams and disillusionment: cultural logics of meritocracy 358 Chapter 15. Conclusion....................................... ....................... 380 388
Appendix 1. Glossary of terms................................. .................... 406 Appendix 2. Additional tables and figures.............................. .. 408 Appendix 3. Questionnaires and interview schedules....................... 412 iv

List of Tables

Table Page

1.1 French and Victorian education systems compared 6

2.1 Summary of class 'styles' identified by Lareau 18

3.1 Occupational status by ethnic background (Australia) 38

3.2 Ethnic composition of schools (Australian sample) 40

3.3 Socio-economic composition of schools (Australian sample) 40

3.4 Occupational status by ethnic background (France) 42

3.5 Ethnic composition of schools (French sample) 44

3.6 Socio-economic composition of schools (French sample) 44

3.7 Teachers interviewed by school 47

3.8 Students interviewed by school 48

3.9 Parents' country of birth (Arabic/Berber speakers) in French sample 53

3.10 Parents' country of birth (Arabic/Berber speakers) in Australian

sample 53

3.11 Country of birth by background (Australia) 54

3.12 Country of birth by background (France) 54

4.1 Occupational status of parents of the second-generation by country of

birth 59

4.2 Employment status of parents of second generation aged 0-14 years

by parents' birthplace 60

4.3 Unemployment rates of the second generation by age and ancestry 61

4.4 Broadmeadows ethnic Profile, 2001 Census 63

5.1 Enrolment in education of 2

nd generation by age and parents' birthplace for Melbourne statistical division 76

5.2 Highest level of qualification by parents' birthplace for Melbourne

statistical division 77

5.3 Completion of year 12 for second generation aged 20-24 (%) by

weekly household income (Melbourne statistical division, 2001) 78

6.1 Popularity of selected occupations by gender 97

6.2 Year 12 completers in university or TAFE/VET study: course of study

by gender 98

6.3 Popularity of selected occupations by socio-economic status 99

6.4 Popularity of selected occupations by ethnic background 101

v Table Page

6.5 Help received from various sources with planning VCE and career by

ethnic background 106

6.6 Social contact with people in aspired to occupational field 108

6.7 Plans beyond school by gender 109

6.8 Plans of students in year 11 by ethnic background 109

6.9 Likelihood of students planning to attend university 111

6.10 Mother's highest educational level by ethnic background 113

6.11 Father's highest educational level by ethnic background 113

6.12 Likelihood of planning to attend university by ethnicity and parents'

education 114

6.13 Motivation for subject choice by post-school plans 122

6.14 Destinations of school leavers by school for the year of the sample 125

7.1 Responses to the proposition "I don't see much use in schoolwork" by

gender 155 7.2 Likelihood of expecting good results or better (percentage probabilities) 162

7.3 Study habits by ethnic background and gender 168

7.4 Likelihood of keeping up to date with homework (percentage

probabilities shown) 169

8.1 Agreement with the proposition 'at my school, teachers and students

respect each other' 203

8.2 Agreement with the proposition 'At my school, everyone gets a fair

go' 203

8.3 Student participation in the classroom (likelihood of responding 'often'

or 'all the time') (percentage probabilities shown) 207

8.4 Who girls feel most comfortable working with in small groups by

ethnic background 208 9.1 Immigrant generations according to origin (%) (individuals aged 18 and above) 219

9.2 Demographic profile of the first generation by country of birth 220

9.3 Employment by nationality in Alsace in percentiles 221

9.4 Oppositions in the debate over the hijab 227

10.1 Evolution of unemployment rates for those in the labour market aged

under 25 by level of qualification (percentages) 234

10.2 Unemployment Rate according To the Level of Education and by

Generation and Origin, France, 1999 (In % for those aged 18-40) 235 vi

Table Page

10.3 Students graduating in 2002 by stream and social origin (per cent) 240

10.4 Educational achievement of the second generation aged 18 and

above by gender and background (percentages) 241

11.1 Popularity of selected occupations by gender (first and second

options combined, percentages shown) 262

11.2 Popularity of selected occupations by diploma (first and second

options combined, percentages shown) 265

11.3 Distribution of students into sections by ethnicity (percentages) 268

11.4 Parents' highest level of education by ethnic background 273

11.5 Help received from various sources with planning academic and

career pathways (percentages) 273

11.6 Social contact with people in aspired to occupational field 275

11.7 Plans after current course of study by section (percentages) 277

11.8 Plans after BEP by ethnic background (percentages) 279

11.9 Plans after baccalauréat général or technologique by ethnic background (percentages) 280

12.1 Frequency of novel reading outside of school requirements 294

12.2 Expected results by section (percentages) 309

12.3 Help received from parents with homework 312

12.4 Help received from siblings with homework 312

12.5 Likelihood of keeping up with homework (percentage probabilities) 317

13.1 Who students prefer working with in groups by gender 352

14.1 Proportion of students planning on attending university 360

14.2 Proportion of students expecting 'good' or 'very good' results by

gender, nation and ethnicity (percentages) 366

14.3 Agreement with the proposition 'in France/Australia, everyone is

respected regardless of race or religion' 368

14.4 Proportion of students who agree 'discipline is fair and consistent' 369

14.5 Proportion of students who feel at home at school 372

vii

List of Figures

Figure

Page

2.1 The production of inequalities (social domination) through schooling 15

3.1 Age progression through Victorian and French systems 37

3.2 Distribution of students by participation in vocational training

(Australia) 37

3.3 Distribution of students by diploma prepared (France) 42

4.1 "The Prohibited Chow Pest" 57

4.2 Migration patterns for Turkish Born in Victoria 64

4.3 Age distribution of the second generation in Australia (parents or father born in Turkey) aged 0-14 years 64

5.1 Tertiary Entry Ranks for Turkish and non-Turkish-background

students attending state schools 79

5.2 Tertiary Entry Ranks of Turkish-background students by gender 82

5.3 Post-school destinations of high school graduates by socio-

economic status, Victoria 2005 83

5.4 English Study Scores (out of 50) for Selected Language

Backgrounds (students receiving government assistance) 84

6.1 School median study score out of 50 95

6.2 Popularity of selected occupations by ethnic background 101

6.3 Occupations hoped for by parents by ethnic background 104

6.4 Enrolment in sciences by occupational aspiration (percentages) 116

6.5 Enrolment in mathematical methods by ethnic background and

gender (percentages) 117

6.6 Enrolment in Mathematical Methods by school (percentages) 118

6.7 Participation in VET by background and gender 119

6.8 Participation in VET by school (percentages) 120

6.9 Motivation for subject choice 121

6.10 Motivation for subject choice by post-school plans 123

6.11 Plans of students in year 11 and total post-school destinations 124

6.12 Destinations of school leavers by various background characteristics 126

7.1 Use of a language other than English with parents 133

7.2 Use of a language other than English with relatives and family

friends 133 viii

Figure

Page

7.3 Use of a language other than English with siblings by background 133

7.4 Use of a language other than English with friends/classmates by

background 133

7.5 Use of a language other than English to discuss schoolwork by

background 133

7.6 Use of a language other than English for reading and writing by

background 133

7.7 Proportion of students who read novels outside of schoolwork 135

7.8 Coping with English by Ethnic Background 142

7.9 Difficulty with tasks in English by gender 143

7.10 Difficulty with tasks in English by ethnic background 144

7.11 Proportion of students who find various types of examination

question 'easy 145

7.12 Coping with mathematics by ethnic background 149

7.13 Coping with English and mathematics and university offers by school 150

7.14 Agreement with the proposition "I don't see much use in schoolwork"

by ethnic background 156

7.15 Responses to the proposition 'the most important reason to do well

is to make my parents happy' (percentages) 157

7.16 Expected results at the end of the year by gender (percentages) 161

7.17 Percentage of students expecting very good results and median

study score by school 164

7.18 Mean expected results (scale of 1-5) by median study score for

school 165

7.19 Help received with homework by ethnic background 173

8.1 The good school should give you confidence in your own abilities 180

8.2 Figure 8.2 The good school should help you achieve good academic

results (%) 181

8.3 The good school should inform you about careers (%) 181

8.4 The good school should prepare you for further study beyond school

(%) 182

8.5 The good school should give you job skills for when you leave

school (%) 182

8.6 The good school should teach you to respect and care for others (%) 183

ix

Figure Page

8.7 The good school should help you form good friendships (%) 183

8.8 Mean satisfaction with school by school 185

8.9 Percentage of students attending their school because of its good

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