Tradition and transformation: Pakistani-heritage young people explore the influences upon their educational progress

Abstract

This article explores the perspectives of Pakistani-heritage Muslim young people on their educational progress, against a background where Muslim students are monitored for their vulnerability to radicalisation. The literature offers competing explanations for the persistent inequalities in attainment among different minority-ethnic groups, but the voices of pupils themselves are seldom heard. In this study, young people offer their own explanations of distinctive aspects within the local attainment data, which run counter to national trends. The principal sources of data are extended discussions with 36 Pakistani-heritage young people, and a survey conducted by some of the young people among 165 of their peers. Analysed through a Bourdieuian lens, the findings indicate that these Muslim young people are motivated by a strong sense of habitus and religious identity that transcends the divisions of social class. Further, they are actively engaged in habitus transformation, which drives their educational aspirations but involves personal cost, dilemmas and constraints.

Keywords:

• Pakistani
• Muslim
• GCSE attainment
• habitus
• voice

Acknowledgements

I am most grateful to Sameena Aziz, Ben Rogaly and Kimberley Safford for their comments on the draft article.

Notes

1. General Certificate of Secondary Education taken at age 16. Students take examinations in separate subjects graded A*-G. The expected standard is 5 grades A*-C.

2. Local government body responsible for a county or city.

3. CONTEST: Government counter-terrorism strategy.

4. DfE data 2014.

5. 2011 Census data on religion by ethnicity.

6. DfE data 2010.

7. David Cameron, speech to Munich Security Conference, 5-2-11.