Home > Uncategorized > “Make Bradford British”: the parallel lives of the younger generation

“Make Bradford British”: the parallel lives of the younger generation

Ellen Greaves  (IFS)

The high level of residential segregation for people from different backgrounds was highlighted as a factor contributing to the tension between people from different ethnic groups in the Cantle Report (2001) in response to the race riots in the same city in 2001. The Cantle Report identified that many people living in the same city led “parallel lives”; with little interaction with, or understanding of, people from different backgrounds.

Last night a Channel 4 programme explored the relationships between 8 residents of Bradford, brought together to interact with people from different backgrounds for the first time. The programme addressed the difficulties and benefits of over-coming entrenched prejudices, underlying (perhaps unacknowledged) racism in the city, and the similarities and differences between people from different cultures. The majority of participants in “Make Bradford British” found it a positive experience. Future improvements in relationships between different communities are likely to come through increased daily interaction, however, as well as the moving personal experiences witnessed on screen, and integration in schools can be a starting point.

Segregation in schools commonly results from residential segregation (as admission to schools is usually determined by proximity), but parents’ preferences can also play a role. Research by CMPO shows that pupils from most ethnic groups are more segregated in school than where they live, suggesting that there are factors, either parents’ preferences or other constraints, that restrict integration in England’s schools.

Pupils’ current level of integration in each area in England can be viewed on a website created by CMPO, funded by the ESRC and using national administrative data provided by the Department for Education. The figures for Bradford are startling: in 2009 around 80% of Pakistani pupils of primary school age attended a primary school that was primarily non-white, while just under 70% of white pupils attended a school that was primarily white. This suggests that these two groups of pupils are highly segregated in their primary schools, and the figures suggest that they remain so in secondary schools. Bradford is not alone in this high level of segregation (Oldham has similarly high levels), but the figures are higher than in other areas of the country with similar demographics; in Manchester under 60% of Pakistani pupils attended a school that was primarily non-white in 2009 and around only around 30% of white pupils attended a school that was primarily white.

Other indicators of segregation can also be compared: the dissimilarity index is a summary measure designed to capture the degree of “unevenness” between two groups of pupils (that is, the extent to which the school population reflects the wider population in the local area). Its value (between 0 and 1) represents the proportion of the group population that would have to change schools to achieve the same distribution of that of the local area, where, in general, a dissimilarity index of less than 0.3 is considered low, between 0.3 and 0.6 as moderate and above 0.6 as high (Massey and Denton, 1988).

Bradford has a decisively high level of segregation according to the dissimilarity index; in 2009 the figures show that around 70% of white and Pakistani primary pupils would have had to change schools in order for the distribution to reflect the wider population of the area, and the figure is similarly high for secondary schools.

There are encouraging signs, however; segregation according to the dissimilarity index has decreased marginally in primary schools since 2002, suggesting that the younger generation at least is becoming slightly more integrated, although levels remain higher than almost anywhere else in England.

The high level of segregation in Bradford’s schools suggest that integration and understanding between people from different backgrounds are unlikely to be fostered from direct experience in the education system, although there are some signs that the situation is marginally improving. What can make “Bradford British” and united remains unclear, but further integration of the city’s young people is not likely to harm the city’s prospects.

Notes on the author:

Ellen Greaves is a Research Economist in the education, employment and evaluation research sector at the IFS.

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