Describing racism and its effects
Whether seeking to respond to evidence of direct or indirect discrimination, tackling racist incidents, promoting good race relations or building an anti-racist perspective across the curriculum, these web pages will help you with further information and external references about racism and its impact in the field of education.
This victim’s account offers a strong, tangible example of racism and the impact it can have:
'I was picked on at school for being different. My command of the English language did not help me here. In fact it might have been better if I had not understood some of the comments thrown my way. I was desperate for people to understand about me and where I came from.
The stereotypes and ignorant comments were never challenged. Not by me - I was too scared. And definitely not by the school. The bullying carried on in the corridors and classrooms and I think the teachers too were under attack.
Every time I was bullied I wanted to explain myself, to tell people about my life and why I was in this country. I carried with me stories and feelings and a great sense of pride about my country and my people. I was proud of my struggles and being brave every single day in this new country. But I never had the chance to explain.'
(Source: Prologue by Giang Vo in 'Equal Measures: bilingual and ethnic minority pupils in secondary schools' edited by Penny Travers and Gillian Klein, Trentham Books, 2005)
The Scottish context
Racism exists in Scotland and over recent years a host of activities, approaches and policies have been put in place to recognise racism and tackle it.
A good example is the high profile initiative One Scotland. This was the first national anti-racist campaign in Europe and it raises awareness of racist attitudes, highlights their negative impact and recognises the valuable contributions that other cultures make to Scottish society.
Over the last five years, the statistics show a year-on-year increase in reported racist incidents. This increase runs parallel with the increase in the numbers of asylum-seekers, refugees and European migrant workers but is also likely to be linked to a growing awareness of racism and a desire to address it. The statistics show that:
- 56% of Scots feel there is 'a great deal' or 'quite a lot' of prejudice towards minority ethnic communities in Scotland (Source: 'Attitudes to Discrimination in Scotland', 2003)
- one in every 25 Scots acknowledges that they have perpetrated racist abuse (Source: 'System 3 Summary of Anti Racism Campaign Surveys', June 2002)
- hostile attitudes towards asylum seekers and immigrants are most widely held by male Scots in their mid-20s and 30s, in the C1 and C2 social classes. Older Scots tend to be more tolerant (Source: 'Scotland on Sunday Opinion Poll on Racist Attitudes', April 2002)
- 18% of people said that attempts to give equal opportunities to people from minority ethnic communities had 'gone too far' (Source: 'Attitudes to Discrimination in Scotland', 2003)
- 52% of people said that most people in Scotland would mind either 'a lot' or 'a little' if one of their close relatives married someone from a different racial or ethnic background (Source: 'Attitudes to Discrimination in Scotland', 2003)
- 20% agreed that people from minority ethnic groups take away jobs from other people in Scotland (Source: 'Attitudes to Discrimination in Scotland', 2003)
- 46% of people said they would prefer to live in an area where 'most people are similar' to themselves (Source: 'Attitudes to Discrimination in Scotland', 2003).
(See the Facts and Figures for more details).
Race equality in schools
Over the period 2002-2003, Her Majesty’s Inspectorate of Education (HMIE) carried out thematic visits to all Scottish education authorities to look at how they address race equality issues.
The findings showed examples of good practice:
In the curriculum, by:
- taking account of race equality issues
- promoting ethnic, cultural and religious diversity
- providing opportunities for pupils to study their own cultures and values and those of others.
Through ethos and partnerships, by:
- creating a sense of equality and fairness
- encouraging parents to be involved in the life of the school
- valuing the culture, lifestyle and home languages of all pupils
- addressing the specific needs of bilingual and minority ethnic pupils.
Through personal and social development, by:
- tackling racism and promoting good relations
- developing positive attitudes to diversity
- monitoring progress and achievement.
Through the visits, inspections and evidence from schools, HMIE identified some areas where schools needed to focus more attention:
- monitoring and tracking the achievements of pupils by ethnicity and acting on information to address underachievement
- encouraging parents from minority ethnic backgrounds to be involved in their children’s learning
- recognising and valuing pupils' home languages and the benefits of bilingualism
- the provision for anti-racist education
- staff development in promoting racial equality.
(Source: 'Promoting Race Equality - Making it Happen: Schools working to Secure Success for All and Positive Attitudes Towards Diversity', HMIE, 2005)