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Eagles who soar: the experiences of African Caribbeans in the UK

Rhamie, Jasmine (2006) Eagles who soar: the experiences of African Caribbeans in the UK At BERA Annual Conference 2006. 06 - 09 Sep 2006. 1 pp.

Record type: Conference or Workshop Item (Paper)


Historically there has been a wealth of research into the educational underachievement of African Caribbeans. It presents a picture of overrepresentation in school exclusion, poor exam results, having Emotional and Behavioural difficulties (EBD), and receiving statements of Special Educational Need (Gillborn and Gipps, 1996;Wright, Weekes and McGlaughlin, 2000 and Parsons, Hayden, Godfrey, Howlett and Martin, 2001). More recently concern has been expressed about the poor performance of African Caribbean boys particularly, as they feature in all the negative statistics more highly than African Caribbean girls. Despite the negative statistics there are African Caribbeans who do well academically however relatively few studies have explored this area. Studies that have focussed on African Caribbean achievement have been largely ethnographic using small samples (See Fuller, 1980; Mirza, 1992; Channer, 1995; Osler, 1997; MacDonald, 2001 and Rhamie and Hallam, 2002). This study aimed to investigate the educational experiences of African Caribbeans in the UK. It focussed on the factors that contribute to African Caribbean academic success, but it additionally explored low academic achievement. The theoretical underpinnings of the research lay within phenomenology which is a paradigm that seeks to explore the way people experience their world (Tesch, 1990). This paradigm was set within an eco-systemic framework influenced by grounded theory which allowed for the exploration of the perceptions and interpretations of experiences within a range of contexts or eco-systems such as the home, community and school. Questionnaires and semi structured interviews were used to collect data. Seventy-eight questionnaires were analysed and thirty-two respondents aged 16 to 40+ years were interviewed. Respondents were placed into five achievement groups based on their examination performance at school. A Success group with at least 5 GCSE A*-C grades gained at the end of secondary school, a Retake group who achieved at least five passes after leaving school, a Vocational group with only vocational qualifications, a Low Achievement group with less than four GCSEs and no other qualifications and a School Underachiever Life Achievers (SULA) group who did not have 5 GCSE’s (or equivalent) but had or were working towards a degree. The findings revealed that most African Caribbeans have negative experiences at school. These may arise from interactions with teachers and staff, which leave pupils feeling that they have been treated differently or unfairly to other children. In addition, they reported a general lack of support and encouragement from teachers as well as negative, sometimes racist experiences with other children. The difference between those who are successful academically and those who are not lies within the cumulative effect of positive experiences at home where parents have high expectations, are encouraging and provide practical help with homework. The successful also benefit from the cumulative effect of positive experiences within the community where activities are achievement oriented, regular and consistent, voluntary and enjoyable. These positive effects promote the development of resilience and protective factors within the child which enables him/her to process negative experiences in a way that does not distract from their goals of achieving at school. The academically unsuccessful respondents had less support and more negative, inconsistent experiences at home and in the community. They had developed less resilience and had fewer protective factors making them more susceptible and vulnerable to the impact of negative school experiences. A positive interaction between the ecosystems of home, community and school is important in ensuring the highest possible academic outcomes for African Caribbean children. This research offers guidance to parents, community leaders, educators and policy makers as they work towards improving achievement levels amongst African Caribbeans in the UK.

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Published date: 2006
Venue - Dates: BERA Annual Conference 2006, 2006-09-06 - 2006-09-09


Local EPrints ID: 48722
PURE UUID: ce1c143b-7999-4671-a029-1fd9f14614a1

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Date deposited: 11 Oct 2007
Last modified: 17 Jul 2017 14:58

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Author: Jasmine Rhamie

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