Abstract:
Despite the large number of studies on measuring ethnicity in student attainment, very little research has been carried out on how to capture student ethnicity in school data which allows for an analysis of the internal diversity over time. The objective of this study was to investigate an alternative approach to ethnicity categorization which incorporates three categories of ethnicity – ‘never’, ‘ever’ and ‘sole’ that are both relevant and accessible for teachers’ use. By comparing this new approach with the prioritization method commonly used in ethnicity studies, we argue for a more nuanced approach for determining ethnicity in school data. The results are discussed in light of the current focus in supporting under-represented groups to progress from secondary into tertiary education.
