An Investigation into African Carribbean Academic Success in the UK
An Investigation into African Carribbean Academic Success in the UK
While, there is a history of academic under achievement among African Caribbeans in the United Kingdom, some African-Caribbeans progress successfully through under-graduate and on to post-graduate studies. This research 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.
151-170
Rhamie, Jasmine
0f4486b3-1131-4206-b020-4e97387db1e8
Hallam, Susan
b4e47a3a-c0e3-4160-85c2-74f8a0b18265
2002
Rhamie, Jasmine
0f4486b3-1131-4206-b020-4e97387db1e8
Hallam, Susan
b4e47a3a-c0e3-4160-85c2-74f8a0b18265
Rhamie, Jasmine and Hallam, Susan
(2002)
An Investigation into African Carribbean Academic Success in the UK.
Race Ethnicity and Education, 5 (2), .
(doi:10.1080/13613320220139608).
Abstract
While, there is a history of academic under achievement among African Caribbeans in the United Kingdom, some African-Caribbeans progress successfully through under-graduate and on to post-graduate studies. This research 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.
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Published date: 2002
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Local EPrints ID: 25079
URI: http://eprints.soton.ac.uk/id/eprint/25079
ISSN: 1361-3324
PURE UUID: a90f9a6d-e3f0-47ca-abdf-2172c6b66fad
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Date deposited: 03 Apr 2006
Last modified: 15 Mar 2024 07:00
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Author:
Jasmine Rhamie
Author:
Susan Hallam
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