|Editor||P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education|
The educational achievement of ethnic minorities has been a matter of great concern for a long time. Several studies show that students from certain ethnic minority groups underachieve when compared to the majority student population. The cultural misalignment between school and home culture faced by some ethnic minority students is cited, amongst others, as a reason for their underachievement. While cultural elements have not been sufficient to fully explain the underachievement of ethnic minorities, this poster will attempt to show that they play a major role in this phenomenon. We argue that no simplistic answer can be given to the question of whether ethnic minority students are bound to achieve poorly in an educational system that does not reflect their culture. A presentation of both theoretical claims and empirical examples will serve to offer and expound upon the suggestion that ethnic minority students tend to perform poorly, when their culture is not reflected in the schooling process. However, what can be stated more or less unequivocally is that the absence of representation of ethnic minority cultures in an educational system plays a negative role in these minorities’ achievement.