The influence of home school and community on African Caribbean academic success in the United Kingdom


Rhamie, Jasmine and Hallam, Susan, DMee Vision Learning Ltd (2003) The influence of home school and community on African Caribbean academic success in the United Kingdom. In, Black Success in the UK: Essays in Racial Studies. Birmingham, UK, DMee Vision Learning Ltd.

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Description/Abstract

This chapter considers the history of academic under-achievement among African Caribbeans in the United Kingdom and why, despite this, some African-Caribbeans progress successfully through under-graduate and on to post-graduate studies. It reports research which investigates the factors contributing to such academic success. Fourteen African Caribbean professionals, male and female, aged between 23 and 40 years old, who had undertaken most of their compulsory education in United Kingdom schools, were interviewed. The findings suggest two possible models of success: a Home-School Model, which describes a continuous positive interaction between the home and school where both foster academic excellence and success and a Home-Community Model which suggests that the family and community together create a `sense of belonging' and acceptance and foster achievement and success, which compensate for low expectations and resources in the school.. This suggests that academic success for a greater proportion of African Caribbean children will become a reality when schools, the home and the community work together to develop and nurture academic achievement within a climate of excellence and high expectations.

Item Type: Book Section
ISBNs: 0954585607 (hardback)
Keywords: black studies
Subjects: H Social Sciences > HT Communities. Classes. Races
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > School of Education
ePrint ID: 25081
Date Deposited: 03 Apr 2006
Last Modified: 27 Mar 2014 18:14
Publisher: DMee Vision Learning Ltd
URI: http://eprints.soton.ac.uk/id/eprint/25081

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