Analyzes the educational progress of 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of "low quality" schools.
Draws upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of "ensuring African Caribbean attainment" with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain.
Black Caribbean, black African, white other, and mixed ethnicity young men were most likely to report high-risk sexual behaviors, that is, sexual debut at the age of ≤13 years, having unprotected sex, and having multiple sexual partners. There were marked variations within groups commonly collapsed as “black” or as “Muslim.” Black Caribbean and black African young adults reported high rates of protective behaviors in addition to risk behaviors.
Examines the process of producing a play script based on data generated through oral history interviews undertaken with people from the Caribbean who came to Alberta in the 1960s to early 1970s. This process resulted in unearthing of new knowledge, insights, and understandings within African-Canadian communities in Alberta.
This paper reports on projections of the United Kingdom's ethnic group populations for 2001-2051. For the years 2001-2007 estimated fertility rates, survival probabilities, internal migration probabilities and international migration flows for 16 ethnic groups continue to change: the White British, White Irish and Black Caribbean groups experience the slowest growth and lose population share; the Other White and Mixed groups to experience relative increases in share; South Asian groups grow strongly as do the Chinese and Other Ethnic groups.
Journal Article, This study utilized qualitative inquiry to investigate the role of ethnic-racial socialization messages on ethnic and racial identity development among second-generation Haitians. The data were reviewed for emergent themes, as well as themes present in the ethnic-racial socialization and identity literature. Participants reported receiving positive messages (i.e., Cultural Socialization, Mainstream Socialization, and Preparation for Bias messages) directed at their ethnic groups in the home context and negative messages (i.e., Promotion of Mistrust and discriminatory messages) about their racial group in the home, peer, and societal contexts.
Existing knowledge of supplementary education, that is education organized and run by political, faith or ethnic groups outside of formal schooling, is patchy. This article is an exploration of the histories of supplementary education in the 20th century. Presents some new historical evidence concerning African Caribbean and Irish supplementary education.
The purpose of this paper is to explore how ethnicity remains relevant to the workplace experience of minority ethnic graduate employees in contemporary British organizations. Qualitative interviews were conducted with 30 British Black Caribbean graduate employees drawn from a range of public and private-sector organizations to examine the ways in which they felt their ethnicity impacted on how they experienced their places of work.
Focuses upon the welfare citizenship experiences of older women who migrated in later life to England, either as refugees or as post-retirement migrants. It reports findings from interviews and focus groups conducted with black Caribbean, Irish, Chinese and Somali older women migrants in Sheffield, Yorkshire, UK, as part of the Older Women's Lives and Voices Study.
Traces the author's journey as a Black Caribbean immigrant from Haiti to the United States. Describes the underlying factors that led to the author's relocation in the U.S. diaspora while at the same time examining the ways in which the author has been racially and linguistically positioned. The author further explains the negotiation of this position. The author's immigrant story is situated in the larger U.S. sociopolitical, linguistic, and racial context where immigrants, particularly immigrants of color, have faced many challenges.
