Transitions: exploring aspirations of BME Muslim youth exiting compulsory education

Research output: Contribution to journalArticle

Abstract

This paper presents insights from a qualitative case study in Glasgow, Scotland, using semi-structured paired interviews to explore the aspirations of BME Muslim young people labelled by policy as requiring More Choices, More Chances as they prepare to leave compulsory education. The young people were identified by their schools and affiliated agencies as having the propensity to fall out of education, employment and training upon exiting compulsory education, therefore requiring support to transition from compulsory education to a positive destination of further or higher education, employment or training. The study found that five of the 11 young people perceived themselves to be treated differently from other students in school, where they were overlooked, ignored, discriminated against and offered limited support with studies and transition. Three young people spoke of conflict and miscommunication, but were supported with their studies and transition, and were not aware of any discrimination from their teachers. Three students chose not to answer questions. This paper adds to evidence in England that although the Muslim population is diverse, and there is no single Muslim ‘experience’, young Muslims face similar challenges of ‘othering’ in Scotland.
Original languageEnglish
Pages (from-to)368-390
Number of pages23
JournalResearch in Post-Compulsory Education
Volume23
Issue number3
Early online date7 Oct 2018
DOIs
Publication statusE-pub ahead of print - 7 Oct 2018

Fingerprint

compulsory education
Muslim
school
education
discrimination
student
teacher
interview
evidence
experience

Keywords

  • transitions
  • identity
  • youth policy
  • ethnicity
  • religion
  • schools

Cite this

@article{5fa4e2845e9c4d44a2402fe0026c7bd7,
title = "Transitions: exploring aspirations of BME Muslim youth exiting compulsory education",
abstract = "This paper presents insights from a qualitative case study in Glasgow, Scotland, using semi-structured paired interviews to explore the aspirations of BME Muslim young people labelled by policy as requiring More Choices, More Chances as they prepare to leave compulsory education. The young people were identified by their schools and affiliated agencies as having the propensity to fall out of education, employment and training upon exiting compulsory education, therefore requiring support to transition from compulsory education to a positive destination of further or higher education, employment or training. The study found that five of the 11 young people perceived themselves to be treated differently from other students in school, where they were overlooked, ignored, discriminated against and offered limited support with studies and transition. Three young people spoke of conflict and miscommunication, but were supported with their studies and transition, and were not aware of any discrimination from their teachers. Three students chose not to answer questions. This paper adds to evidence in England that although the Muslim population is diverse, and there is no single Muslim ‘experience’, young Muslims face similar challenges of ‘othering’ in Scotland.",
keywords = "transitions, identity, youth policy, ethnicity, religion, schools",
author = "Riaz, {Nighet Nasim}",
year = "2018",
month = "10",
day = "7",
doi = "10.1080/13596748.2018.1490092",
language = "English",
volume = "23",
pages = "368--390",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Taylor & Francis",
number = "3",

}

Transitions : exploring aspirations of BME Muslim youth exiting compulsory education. / Riaz, Nighet Nasim.

In: Research in Post-Compulsory Education, Vol. 23, No. 3, 07.10.2018, p. 368-390.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Transitions

T2 - exploring aspirations of BME Muslim youth exiting compulsory education

AU - Riaz, Nighet Nasim

PY - 2018/10/7

Y1 - 2018/10/7

N2 - This paper presents insights from a qualitative case study in Glasgow, Scotland, using semi-structured paired interviews to explore the aspirations of BME Muslim young people labelled by policy as requiring More Choices, More Chances as they prepare to leave compulsory education. The young people were identified by their schools and affiliated agencies as having the propensity to fall out of education, employment and training upon exiting compulsory education, therefore requiring support to transition from compulsory education to a positive destination of further or higher education, employment or training. The study found that five of the 11 young people perceived themselves to be treated differently from other students in school, where they were overlooked, ignored, discriminated against and offered limited support with studies and transition. Three young people spoke of conflict and miscommunication, but were supported with their studies and transition, and were not aware of any discrimination from their teachers. Three students chose not to answer questions. This paper adds to evidence in England that although the Muslim population is diverse, and there is no single Muslim ‘experience’, young Muslims face similar challenges of ‘othering’ in Scotland.

AB - This paper presents insights from a qualitative case study in Glasgow, Scotland, using semi-structured paired interviews to explore the aspirations of BME Muslim young people labelled by policy as requiring More Choices, More Chances as they prepare to leave compulsory education. The young people were identified by their schools and affiliated agencies as having the propensity to fall out of education, employment and training upon exiting compulsory education, therefore requiring support to transition from compulsory education to a positive destination of further or higher education, employment or training. The study found that five of the 11 young people perceived themselves to be treated differently from other students in school, where they were overlooked, ignored, discriminated against and offered limited support with studies and transition. Three young people spoke of conflict and miscommunication, but were supported with their studies and transition, and were not aware of any discrimination from their teachers. Three students chose not to answer questions. This paper adds to evidence in England that although the Muslim population is diverse, and there is no single Muslim ‘experience’, young Muslims face similar challenges of ‘othering’ in Scotland.

KW - transitions

KW - identity

KW - youth policy

KW - ethnicity

KW - religion

KW - schools

U2 - 10.1080/13596748.2018.1490092

DO - 10.1080/13596748.2018.1490092

M3 - Article

VL - 23

SP - 368

EP - 390

JO - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 3

ER -