The Ethnic Success Ethic Challenges Conventional Wisdom about Immigrant Disadvantages in Education

Abstract

A research project for the Human Rights Commission using a non-random (quota) sample of seven high schools within metropolitan Melbourne during 1985–86 aimed to establish whether prejudice and discrimination were affecting the occupational socialisation of senior students. Three sources of possible discrimination were hypothesised: (a) the school curriculum, structure and organisation; (b) the dynamics of interactions between non-English-speaking (NES) and Anglo-Australian students; (c) the wider school context and community. Little evidence was found that systemic discrimination existed. Many teachers favoured NES (especially Asian) students for valued traits such as diligence, discipline, achievement orientation. Many Anglo-Australian students displayed prejudice towards NES students especially because they worked too hard and had ‘brains’. NES students were contemptuous of Anglo-Australians for lacking achievement motivation and parental support. Evidence was found that both ethnic groups and Anglo-Australians in the wider community discriminated against students in jobs. The study generated speculation about the influence of the ‘success ethic’ motivating NES students and used corroborative overseas and Australian evidence to suggest that the phenomenon may be ubiquitous in western societies.

Keywords

course content ethnic discrimination racial relations student school relationship success vocational education

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