This document summarizes Anthony Heath's findings from the Ethnic Minority British Election Survey on the political integration and national identity of ethnic minorities in Britain. Some key findings include: 1) while first generations show high rates of voter registration and turnout, second generations are more integrated and have similar patterns to the white British majority; 2) minorities generally support mainstream political parties like Labour, though black groups report less satisfaction; and 3) discrimination contributes to feelings of unfair treatment and alienation among black minorities, particularly second generation black Caribbeans.
1) The document examines whether multicultural policies (MCPs) have impeded integration of ethnic minorities in Britain by looking at attitudes and behaviors of the second generation compared to the first.
2) It finds clear evidence of generational change towards integration in citizenship, language, social relationships, and identity, but some negative changes in political participation and support for violence.
3) Overall, the study suggests MCPs in Britain have been weak and have likely made little impact, either positive or negative, while discrimination remains an important factor affecting integration outcomes.
This document discusses issues pertaining to newcomers, racialized minorities, and First Nations peoples in Canada. It defines different types of racism and ethnocentrism. It outlines historical immigration policies and legislation that discriminated based on race and ethnicity. It examines the experiences of newcomers in facing barriers like language barriers, lack of social supports, and wage gaps. It also examines the negative experiences of First Nations peoples resulting from colonial policies like the Indian Act, forced assimilation through residential schools, and ongoing issues with poverty, unemployment, health and social inequalities.
This document discusses diversity, equity, and cultural competence in healthcare. It notes that Toronto is one of the most multicultural cities in the world, with half the population born outside Canada. Providing culturally competent care that addresses health disparities experienced by marginalized groups is important. Barriers immigrants face include lack of language access and healthcare system familiarity. Understanding different cultural contexts and not making assumptions can help improve cross-cultural communication and service excellence.
This document discusses poverty rates among different ethnic groups in the UK. It finds that poverty is generally higher for all ethnic minority groups compared to white British people. There is, however, variation between different ethnic groups. Key factors that influence poverty rates and are affected by ethnicity include education, employment, and caring responsibilities. Education outcomes vary between ethnic groups and are also influenced by socioeconomic status and gender. Employment rates, pay, and types of jobs held also differ between ethnic groups in ways that impact poverty. Ethnicity intersects with caring responsibilities and ability to earn income given demands of child and elder care. Addressing poverty effectively requires understanding these within group differences.
My Title : The White and Black Psychology
Table of My Content : About Black skin white mask
Black man's Desire to become white
Psychology of white colonizer
Marriage between white and Black
white Mindset of Rulling
1) Minorities, especially first-generation immigrants, generally express strong support for British political institutions and democracy.
2) However, second-generation Black Caribbeans are less satisfied and trusting of British democracy compared to other groups.
3) Experiences of discrimination and feelings of relative deprivation may contribute to Black Caribbeans' dissatisfaction with the political system.
4) If minority groups feel their grievances are not addressed through conventional political processes, they may turn to unconventional channels like protests or riots to express dissent.
This document discusses research on patterns of minority support for the Labour Party in Britain. It aims to understand high levels of Labour support among ethnic minorities and differences between groups. Previous research found ethnicity remains significant even controlling for demographics and issues. The document suggests relative deprivation and group identity/solidarity help explain support. Analysis of a new survey provides preliminary evidence that normative reference groups, relative deprivation at individual and group levels, and social identity cutting across class are important. Further research on organizational involvement and media exposure is needed.
Young migrants in Europe face both opportunities and challenges in education and employment. Key barriers include lack of language proficiency, discrimination, and having foreign qualifications that are not fully recognized. Policies like providing language education, enforcing anti-discrimination laws, and giving opportunities to obtain domestic qualifications can help young migrants overcome barriers and maximize their potential benefits for themselves and society.
1) The document analyzes political participation rates among ethnic minorities in Britain using survey data from the Ethnic Minority British Election Survey.
2) It finds high levels of political integration overall, with most minority groups showing similar or higher rates of party identification, turnout, and non-electoral participation compared to the majority.
3) Bonding social capital is consistently linked to higher participation rates, while factors like generational status and feelings of representation best predict differences in protest or support for violence.
RACISM BUSINESS COMMUNICATION PRESENTATION.pptxHridyaSharma2
Ìý
This PowerPoint presentation discusses racism and its impacts. It begins with introducing the group members presenting and then discusses two leaders who changed the world - Nelson Mandela and Mahatma Gandhi. It defines racism and discusses its physiological and mental health impacts on both adults and children. It then presents and analyzes surveys on racism in education, gendered racism, and intersectional discrimination. Case studies on the killing of George Floyd and a racial incident in Kolkata are also examined. The presentation concludes with calling for an end to racism and discrimination of all kinds.
This document discusses the concepts of race, white privilege, and different forms of racism. It defines key terms like racial categories, white privilege, and people of color. It also summarizes different types of racism like cultural racism, institutional racism, and individual racism. Finally, it provides suggestions for supporting anti-racism through increasing awareness, taking action, and becoming an ally against racism.
This document discusses whether Britain needs more black history in its curriculum. It notes that currently only one month of the year is dedicated to teaching black history. However, some argue that history has only been told from the white perspective and black and Asian students may feel turned off from history as a result. There are views on both sides of this issue, with some arguing for more inclusion of diverse histories year-round in the curriculum, while others believe students should have a choice in the histories they learn.
This document provides an overview of key terms and history related to African Americans. It discusses the forced migration and enslavement of West Africans in America from 1600-1862. Following emancipation, legalized segregation and discrimination persisted until civil rights reforms in the 1950s-60s. The document also notes current disparities African American children face, such as higher rates of single parenthood and lower educational outcomes. It describes the importance of the black church community and degrees of cultural identification among African Americans.
This document discusses associations and civic participation in the United States, focusing on issues of race. It notes that while associations are important for democracy, they have historically been segregated along racial lines and excluded minorities. Over time, some groups pushed for integration while others advocated for separatism. Today, rates of civic participation remain unequal along racial and economic lines. Addressing racial divisions and promoting genuine solidarity could help associations better serve democratic ideals.
This document discusses concepts related to race and ethnicity. It defines key terms like race, ethnicity, and minority groups. It notes that race is a social construct while ethnicity relates to shared cultural traits. Minority groups are those that a society subordinates based on real or perceived physical/cultural differences. Prejudice involves rigid generalizations about groups, and discrimination is acting on prejudice by treating groups unequally. Theories of prejudice include scapegoating disadvantaged groups, an authoritarian personality, and cultural transmission of biases. Patterns of interaction between racial/ethnic groups include pluralism, assimilation, segregation, and genocide. The document then provides an overview of the racial and ethnic composition of the United States, describing the histories
Race and Ethnicity: The Social ConstructionYawoKokuvi
Ìý
Examination of social construction of race and ethnicity. the lecture defines race and contrasts it with biological definitions . It places race in a social context.
A powerpoint exploring whether there are any special political concerns shared by ethnic minorities and differing from those of the White British majority.
The document discusses the changing racial and ethnic composition of the United States population. It notes that minorities currently comprise over 30% of the population and will become the majority by 2050, with Hispanics increasing from 16% to over 30% of the population. The country is becoming more racially and ethnically diverse. It also briefly discusses the historical backgrounds and current demographic characteristics of the major racial groups in America: Whites, Blacks, Hispanics, Asians, and Native Americans.
This document discusses key concepts related to race and ethnicity. It defines race as a socially constructed category based on perceived biological characteristics. While race has no biological basis, it is a meaningful social reality with real social consequences. Racial categories are fluid and have changed over time based on social and political factors. Ethnicity refers to cultural characteristics and identities can shift based on one's social context. Minority groups experience unequal treatment and discrimination, both overt and institutional, while maintaining in-group solidarity. Interracial relationships challenge social norms of endogamy. Sociological perspectives view the social functions and dysfunctions of racial hierarchies as well as how conflict and competition between racial groups develop.
This document summarizes key concepts from Chapter 10 of Essentials of Sociology regarding ethnicity and race. It defines ethnicity as referring to the distinct cultural norms of a social group, including shared history, religion, ancestry, language, and sense of destiny. Race is defined as an externally imposed system of social categorization based on physical characteristics. Racialization is the actual imposition of a racial schema on a society. Racism involves prejudice and discrimination based on physical differences. The document then discusses models of ethnic coexistence in the US, global migration trends, and how to see racial and ethnic inequality in areas like education, income, and wealth.
From Windrush to Brexit: From the Yard to Neighbourhoods in LambethLBL_Engagement
Ìý
This document discusses the history of discrimination faced by Black communities in Britain, current issues around mental health representation and services, and ideas for improving outcomes. It covers topics like the Windrush scandal, overrepresentation in the mental health system, lack of culturally sensitive services, impact of austerity and Brexit, and proposes community-led solutions like adopting a community trauma framework, co-production with Black communities, developing Black leadership in the NHS, and using arts and culture for wellbeing.
Here are some key discussion questions this chapter raises:
- Racial and ethnic classifications have changed to better reflect the diversity of the U.S. population over time as understanding of these social constructs evolves. How can data collection continue improving to support equitable health outcomes?
- What cultural factors most influence health behaviors and outcomes in different minority groups? How can health programs be designed to address each group's unique needs and beliefs?
- Socioeconomic disparities like poverty, education and income strongly influence health, but do not fully explain differences. What other historical, political and social determinants must be addressed?
- Empowering minority communities requires access to decision-making power. How can health programs foster social networks,
This document discusses the concept and global impact of colorism. It begins by defining colorism as discrimination that favors those with lighter skin over darker skin. It then explores the origins of colorism through the miscegenation of slaves and colonial ideology of white superiority. The effects in the Black community are examined, such as the brown paper bag test and comb test that privileged lighter features. The document outlines how colorism exists globally in cultures like Asia, Latin America, Africa, and the Caribbean by privileging lighter skin and European features. The psychological impacts of colorism are also addressed, such as depression, low self-esteem, and feeling unattractive based on skin color.
This document discusses the concept and global impact of colorism. It begins by defining colorism as discrimination that favors those with lighter skin over darker skin. It then explores the origins of colorism through the miscegenation of slaves and colonial ideology of white superiority. The effects in the Black community are examined, such as the brown paper bag test and comb test that privileged lighter features. The document outlines how colorism exists globally in cultures like Asia, Latin America, Africa, and the Caribbean by privileging lighter skin and European features. The psychological impacts of colorism are also addressed, such as depression, low self-esteem, and feeling unattractive based on skin color.
This document provides an overview of Unit 5 in a sociology course, which examines how social stratification, gender, age, race, and ethnicity contribute to social inequality. It outlines topics that will be covered such as social stratification systems, poverty, race/ethnicity, gender, age, and how culture and society relate to human interaction. Key concepts are defined for each topic, including social inequality, gender roles, discrimination, and assimilation.
This document provides an overview of Unit 5 in a sociology course focusing on social inequality. The unit will examine how social stratification, gender, age, race, and ethnicity contribute to social inequality. It will cover topics like social class systems, poverty, race/ethnicity, gender, age, and related concepts. Students are expected to understand how societies rank members and America's six class divisions. They will also learn about the experiences of those in poverty as well as concepts of discrimination, prejudice, and minority treatment. Gender roles and concerns of the elderly will also be examined.
This document provides an overview of Unit 5 in a sociology course, which examines how social stratification, gender, age, race, and ethnicity contribute to social inequality. It outlines topics that will be covered such as social stratification systems, poverty, race/ethnicity, gender, age, and examines related concepts like discrimination, prejudice, and minority group treatment. Students are expected to understand how these various factors shape social structure and influence human interaction and opportunities.
1) The document analyzes political participation rates among ethnic minorities in Britain using survey data from the Ethnic Minority British Election Survey.
2) It finds high levels of political integration overall, with most minority groups showing similar or higher rates of party identification, turnout, and non-electoral participation compared to the majority.
3) Bonding social capital is consistently linked to higher participation rates, while factors like generational status and feelings of representation best predict differences in protest or support for violence.
RACISM BUSINESS COMMUNICATION PRESENTATION.pptxHridyaSharma2
Ìý
This PowerPoint presentation discusses racism and its impacts. It begins with introducing the group members presenting and then discusses two leaders who changed the world - Nelson Mandela and Mahatma Gandhi. It defines racism and discusses its physiological and mental health impacts on both adults and children. It then presents and analyzes surveys on racism in education, gendered racism, and intersectional discrimination. Case studies on the killing of George Floyd and a racial incident in Kolkata are also examined. The presentation concludes with calling for an end to racism and discrimination of all kinds.
This document discusses the concepts of race, white privilege, and different forms of racism. It defines key terms like racial categories, white privilege, and people of color. It also summarizes different types of racism like cultural racism, institutional racism, and individual racism. Finally, it provides suggestions for supporting anti-racism through increasing awareness, taking action, and becoming an ally against racism.
This document discusses whether Britain needs more black history in its curriculum. It notes that currently only one month of the year is dedicated to teaching black history. However, some argue that history has only been told from the white perspective and black and Asian students may feel turned off from history as a result. There are views on both sides of this issue, with some arguing for more inclusion of diverse histories year-round in the curriculum, while others believe students should have a choice in the histories they learn.
This document provides an overview of key terms and history related to African Americans. It discusses the forced migration and enslavement of West Africans in America from 1600-1862. Following emancipation, legalized segregation and discrimination persisted until civil rights reforms in the 1950s-60s. The document also notes current disparities African American children face, such as higher rates of single parenthood and lower educational outcomes. It describes the importance of the black church community and degrees of cultural identification among African Americans.
This document discusses associations and civic participation in the United States, focusing on issues of race. It notes that while associations are important for democracy, they have historically been segregated along racial lines and excluded minorities. Over time, some groups pushed for integration while others advocated for separatism. Today, rates of civic participation remain unequal along racial and economic lines. Addressing racial divisions and promoting genuine solidarity could help associations better serve democratic ideals.
This document discusses concepts related to race and ethnicity. It defines key terms like race, ethnicity, and minority groups. It notes that race is a social construct while ethnicity relates to shared cultural traits. Minority groups are those that a society subordinates based on real or perceived physical/cultural differences. Prejudice involves rigid generalizations about groups, and discrimination is acting on prejudice by treating groups unequally. Theories of prejudice include scapegoating disadvantaged groups, an authoritarian personality, and cultural transmission of biases. Patterns of interaction between racial/ethnic groups include pluralism, assimilation, segregation, and genocide. The document then provides an overview of the racial and ethnic composition of the United States, describing the histories
Race and Ethnicity: The Social ConstructionYawoKokuvi
Ìý
Examination of social construction of race and ethnicity. the lecture defines race and contrasts it with biological definitions . It places race in a social context.
A powerpoint exploring whether there are any special political concerns shared by ethnic minorities and differing from those of the White British majority.
The document discusses the changing racial and ethnic composition of the United States population. It notes that minorities currently comprise over 30% of the population and will become the majority by 2050, with Hispanics increasing from 16% to over 30% of the population. The country is becoming more racially and ethnically diverse. It also briefly discusses the historical backgrounds and current demographic characteristics of the major racial groups in America: Whites, Blacks, Hispanics, Asians, and Native Americans.
This document discusses key concepts related to race and ethnicity. It defines race as a socially constructed category based on perceived biological characteristics. While race has no biological basis, it is a meaningful social reality with real social consequences. Racial categories are fluid and have changed over time based on social and political factors. Ethnicity refers to cultural characteristics and identities can shift based on one's social context. Minority groups experience unequal treatment and discrimination, both overt and institutional, while maintaining in-group solidarity. Interracial relationships challenge social norms of endogamy. Sociological perspectives view the social functions and dysfunctions of racial hierarchies as well as how conflict and competition between racial groups develop.
This document summarizes key concepts from Chapter 10 of Essentials of Sociology regarding ethnicity and race. It defines ethnicity as referring to the distinct cultural norms of a social group, including shared history, religion, ancestry, language, and sense of destiny. Race is defined as an externally imposed system of social categorization based on physical characteristics. Racialization is the actual imposition of a racial schema on a society. Racism involves prejudice and discrimination based on physical differences. The document then discusses models of ethnic coexistence in the US, global migration trends, and how to see racial and ethnic inequality in areas like education, income, and wealth.
From Windrush to Brexit: From the Yard to Neighbourhoods in LambethLBL_Engagement
Ìý
This document discusses the history of discrimination faced by Black communities in Britain, current issues around mental health representation and services, and ideas for improving outcomes. It covers topics like the Windrush scandal, overrepresentation in the mental health system, lack of culturally sensitive services, impact of austerity and Brexit, and proposes community-led solutions like adopting a community trauma framework, co-production with Black communities, developing Black leadership in the NHS, and using arts and culture for wellbeing.
Here are some key discussion questions this chapter raises:
- Racial and ethnic classifications have changed to better reflect the diversity of the U.S. population over time as understanding of these social constructs evolves. How can data collection continue improving to support equitable health outcomes?
- What cultural factors most influence health behaviors and outcomes in different minority groups? How can health programs be designed to address each group's unique needs and beliefs?
- Socioeconomic disparities like poverty, education and income strongly influence health, but do not fully explain differences. What other historical, political and social determinants must be addressed?
- Empowering minority communities requires access to decision-making power. How can health programs foster social networks,
This document discusses the concept and global impact of colorism. It begins by defining colorism as discrimination that favors those with lighter skin over darker skin. It then explores the origins of colorism through the miscegenation of slaves and colonial ideology of white superiority. The effects in the Black community are examined, such as the brown paper bag test and comb test that privileged lighter features. The document outlines how colorism exists globally in cultures like Asia, Latin America, Africa, and the Caribbean by privileging lighter skin and European features. The psychological impacts of colorism are also addressed, such as depression, low self-esteem, and feeling unattractive based on skin color.
This document discusses the concept and global impact of colorism. It begins by defining colorism as discrimination that favors those with lighter skin over darker skin. It then explores the origins of colorism through the miscegenation of slaves and colonial ideology of white superiority. The effects in the Black community are examined, such as the brown paper bag test and comb test that privileged lighter features. The document outlines how colorism exists globally in cultures like Asia, Latin America, Africa, and the Caribbean by privileging lighter skin and European features. The psychological impacts of colorism are also addressed, such as depression, low self-esteem, and feeling unattractive based on skin color.
This document provides an overview of Unit 5 in a sociology course, which examines how social stratification, gender, age, race, and ethnicity contribute to social inequality. It outlines topics that will be covered such as social stratification systems, poverty, race/ethnicity, gender, age, and how culture and society relate to human interaction. Key concepts are defined for each topic, including social inequality, gender roles, discrimination, and assimilation.
This document provides an overview of Unit 5 in a sociology course focusing on social inequality. The unit will examine how social stratification, gender, age, race, and ethnicity contribute to social inequality. It will cover topics like social class systems, poverty, race/ethnicity, gender, age, and related concepts. Students are expected to understand how societies rank members and America's six class divisions. They will also learn about the experiences of those in poverty as well as concepts of discrimination, prejudice, and minority treatment. Gender roles and concerns of the elderly will also be examined.
This document provides an overview of Unit 5 in a sociology course, which examines how social stratification, gender, age, race, and ethnicity contribute to social inequality. It outlines topics that will be covered such as social stratification systems, poverty, race/ethnicity, gender, age, and examines related concepts like discrimination, prejudice, and minority group treatment. Students are expected to understand how these various factors shape social structure and influence human interaction and opportunities.
1. Ethnic Minorities’ voting behaviour, political
engagement and national identity
Anthony Heath
Universities of Manchester and
Oxford
2. Aims of the talk
• To share new findings from the Ethnic Minority
British Election Survey (EMBES)
• To report on the political integration of the main
minorities – people of Indian, Pakistani,
Bangladeshi, Black African and Caribbean
heritage
• To explore differences between 1st and 2nd
generations
• To explore implications for question ‘Has
multiculturalism failed?’
3. Some theoretical issues – exclusion or
choice ?
• A great deal of evidence that minorities are
discriminated against in the labour market. Does
economic discrimination lead to political alienation of
minorities?
• Is there a parallel exclusion of minorities from the
political process – eg in terms of MPs or
representation of minority interests?
• Do minorities choose not to participate, eg because
less committed to democracy and/or British society?
• Or are minorities as committed to democratic norms
and values as the majority?
4. Generational differences
• My work on the labour market has focussed
on the second generation – key test of
whether minorities are able to compete on a
level playing field
• Similar concerns may be relevant in politics –
first generation may lack English skills, may
lack knowledge of British politics, were not
socialized into British democratic values
5. EMBES
• Nationally-representative probability sample of
main established ethnic minorities
• Over-sample in areas of high ethnic minority
density
• Harmonized with main British Election Survey
(which we use to examine attitudes and
behaviour of the White British majority group)
• Very good response rate (60%) but always risk
that most alienated will not participate in the
survey
6. Sample characteristics
EMBES BES
White British 0 3126
Other white 0 57
Mixed 113 32
Indian 587 52
Pakistani 668 17
Bangladeshi 270 8
Black Caribbean 598 31
Black African 525 38
Other 26 59
7. The concept of ethnicity
• Official categories will not reflect actual ethnic
identities – major ethnic differences within all
these five groups (eg Punjabis, Baluchis, Azad
Kashmiris among the people from Pakistan)
• Also important differences between religious
groups – especially Sikh, Hindu, Muslim,
Christian differences among Indians
• More detailed analysis needed
8. Topics to be covered
• Registration
• Turnout
• Party choice
• Satisfaction with British democracy
• Feelings of unfair treatment
• Ethnic and British identity
9. Registration
• All British citizens, and Commonwealth
citizens but not EU citizens, are eligible to vote
in general elections
• But some who eligible still may not register –
not interested in British politics,
undocumented, don’t know they are eligible,
worried about authorities
10. Registration
1ST GEN 2ND GEN
White British - 97
Indian 90 97
Pakistani 91 96
Bangladeshi 95 92
Black Caribbean 95 92
Black African 79 85
11. Reasons for not being registered
• 1st generation respondents told us that major
factor in lack of registration was ineligibility
(esp the Black Africans) but also lack of
knowledge about how to register
• NB less than half the 1st generation said that
they spoke English very well compared with
90% of 2nd generation
• Among 2nd generation Black Caribbeans lack of
interest was often mentioned
12. Turnout
• Might expect that people who have actually
registered would turn out to vote
• But we know that, among White British, many
do not vote due to lack of interest, feeling that
none of the parties really represents them,
lack of sense of civic duty.
• Expect turnout to be lower among first
generation, especially those coming from non-
democratic countries
13. Self-reported turnout among registered
voters
1st gen 2nd gen
White British - 79
Indian 73 81
Pakistani 76 73
Bangladeshi 81 77
Black Caribbean 71 69
Black African 62 62
14. Reasons for not voting
• Little sign of any generational difference, but a
clear tendency for the Black groups to have
lower turnout.
• Can only partly be explained by standard
resource theories.
• Around 50% of 2nd generation Black African
and Black Caribbean respondents felt that no
party really represented their views
15. Vote in 2010
Lab Cons LD Other
White British 29 40 25 7
Indian 61 25 13 1
Pakistani 59 11 25 5
Bangladeshi 71 17 9 3
Black Caribbean 78 9 11 1
Black African 85 6 7 2
16. Continuities with previous research
• Continuation of previous pattern for minorities to
show much greater level of support for Labour,
though minorities swung away from Labour much
as the majority did
• But also some big differences between minorities
• Indians are the ones most likely to support
Conservatives, and middle-class Indians have
even higher Conservative vote
• Note that ethnicity does not ‘trump’ class –
though ethnicity is a much stronger basis of vote
than class is today
17. % voting Labour
1st gen 2nd gen
White British - 29
Indian 60 60
Pakistani 64 56
Bangladeshi 73 65
Black Caribbean 87 71
Black African 87 76
18. Possible implications
• Interesting pattern for Labour support to
decline across the generations –
disillusionment or gradual convergence
towards the majority pattern?
• Labour should not assume that it can take
minority support for granted
• Also note that minorities now provide a larger
share of the Labour vote than they have ever
done before
19. Mixed picture so far
• Generally minorities seem to be politically
integrated – registering to vote, turning out,
and supporting mainstream parties
• Differences between minorities are relatively
small, though Black groups seem somewhat
less integrated
• 2nd generation Black Caribbeans particularly
disillusioned – perhaps with good cause
20. % very or fairly satisfied with way
democracy works in Britain
1st gen 2nd gen
White British - 52
Indian 78 59
Pakistani 80 60
Bangladeshi 82 57
Black Caribbean 56 41
Black African 75 56
21. Immigrant optimism?
• 1st generation enthusiastic about British
democracy
• Declining satisfaction in the 2nd generation –
though higher satisfaction than the majority
group
• Black Caribbeans stand out though as less
satisfied
22. Ethnic or British identity?
“some people think of themselves first as
British. Others think of themselves first as
Scottish. Which best describes how you think
of yourself?
Scottish not British
More Scottish than British
Equally Scottish and British
More British than Scottish
British not Scottish
23. % feeling more Scottish/Black/Asian than
British
1st gen 2nd gen
Scottish residents - 60
Indian 35 14
Pakistani 28 14
Bangladeshi 34 19
Black Caribbean 44 33
Black African 53 41
24. Discrimination and exclusion
• Previous research has suggested that
experience of discrimination undermines a
sense of belonging to Britain
• My report for Lord Goldsmith’s review of
citizenship emphasized that there was no
crisis of British identity among minorities in
general, but that young Black Caribbeans felt
alienated because of discrimination
25. % agreeing government treats people
like me/my ethnic group fairly
1st gen 2nd gen
White British 33
Indian 70 59
Pakistani 69 50
Bangladeshi 67 57
Black Caribbean 33 24
Black African 48 31
26. Has multiculturalism failed?
• Possibly – though not for the reasons Angela Merkel
thinks
• First generation show ‘immigrant optimism’ and
positive orientations despite lack of fluency in English
• Second generation show convergence to majority
patterns – less positive though also feeling more
‘British’ and much better at English.
• But Blacks, especially Black Caribbeans, show signs of
disaffection – almost certainly arising from feelings of
unfair treatment
• Feelings of unfairness greater in the 2nd generation –
perhaps because of changed frame of reference
27. Exclusion or choice?
• The key issue then does not seem to be that
minorities don’t want to be involved in British
democracy
• The key issue is that Black Caribbeans do not
feel that they are fairly treated – with risks of
alienation and disaffection
• Unequal treatment is the problem not
unequal willingness to integrate politically