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Differential Classroom Interactions By Ethnicity: A Quantitative Approach, Geoff D. Tennant Dr

Institute for Educational Development, East Africa

Concerns regarding differentials in classroom experience and academic attainment by ethnicity have been expressed for some time. This study explores, from a quantitative viewpoint based on fieldwork in 10 London schools, one particular aspect of this, namely classroom interactions between teachers and pupils from different ethnic origins. It was found that African Caribbean children were interacting with teachers at a greater rate than other children, mostly for disciplinary and administrative purposes, and to a much lesser extent for teaching purposes. Asian children, conversely, were interacting less with the teacher overall, but relatively highly for teaching purposes. Whilst these patterns were …