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Abstract

The aim of this study was to investigate the social, personal and scholastic dimensions relating to the adjustment problems of Bangladeshi children living in Tower Hamlets, London. The total Bangladeshi sample of 200 was subdivided according to sex, and length of schooling (more than 2 years and 1-2 years); and the social and personal adjustment test scores, as well as the test scores on various ability, attainment, attitude, interest and personality variables of these groups of Bangladeshi children were compared with one another. A group of 100 indigenous children from the same schools and living in the same geographical area has acted as control group.

Adjustment was assessed using the California Test of Personality which comprises ‘twelve subtests, six of which relate to personal adjustment and six to social adjustment, in order to build up a full picture of each child's adjustment level. The other tests used were the Coloured Progressive Matrices for non-verbal intelligence, Crichton Vocabulary Test, Eysenck's Personality Questionnaire, the School Questionnaire Attitude Scale (N.F.E.R.) and for 'Interest' school records were used. The annual school report has provided information for the assessment of each child's academic and non-academic performance, and the Rutter Behaviour Scale was also completed by the class teacher.

Statistical analyses consisted of one-way ANOVA carried out between the various groups, and 3-way ANOVA was used with the Bangladeshi group in respect of length of schooling, sex and age.

Bangladeshi children were found in general to have a low level of adjustment ; and although a non-verbal intelligence test was used, the Bangladeshi children were less successful at it than indigenous children. Also school attainment and interests were found to be lower among the Bangladeshi children than among the indigenous children, but in general their attitudes towards all aspects of school were more positive than those of the indigenous children. The Bangladeshi children's performance on nearly all the tests was improved a great deal by increased length of English schooling. In most cases Bangladeshi girls scored less well on adjustment, extroversion and on some tests of attitudes than Bangladeshi boys; however, it was encouraging to find that in many test scores there were no differences at all between the sexes, most noticeably so in proficiency in English language, in attitudes towards the school class and their relationships with teachers. This similarity between the Bangladeshi boys and girls was also to be found in their academic and non-academic performance.

These findings show that with increased length of enriched schooling, even starting from a position of considerable disadvantage, Bangladeshi children, especially the girls, progress quickly in their new environment, although the Bangladeshi children with more than two years English schooling still do not attain the same level of performance as the indigenous children. Finally, some proposals are put forward suggesting means by which the process of improvement might be furthered.

Publication Type:	Thesis (Doctoral)
Subjects:	H Social Sciences > H Social Sciences (General)
Departments:	School of Policy & Global Affairs > Department of Sociology & Criminology School of Policy & Global Affairs > School of Policy & Global Affairs Doctoral Theses Doctoral Theses

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