The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement
Evaluates two British ethnographic studies claiming to find evidence of teachers' racist attitudes and behaviors toward Afro-Caribbean students that contributed to student underachievement
"Adopting an approach shaped by critical race theory the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals." [ABSTRACT FROM AUTHOR];
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.
n this article, I study the educational attainments of the adult offspring of immigrants, analyzing data from the 1996 panel of the Survey of Labour and Income Dynamics (SLID). Fielded annually since 1993 by Statistics Canada, respondents are asked for the first time in 1996 to report the birthplaces of their parents, making it possible to define and study not only the foreign-born population (the first generation), but also the second generation (Canadian born to foreign-born parents) and the third-plus generation (Canadian born to Canadian-born parents). The survey also asked respondents to indicate if they are members of a visible minority group, thus permitting a limited assessment of whether or not: color conditions educational achievements of immigrant offspring. I find that "1.5" and second generation adults, age 20-64 have more years of schooling and higher percentages completing high school compared with the third-plus generation. Contrary to the segmented "underclass" assimilation model found in the United States, adult visible minority immigrant offspring in Canada exceed the educational attainments of other not-visible-minority groups. Although the analysis is hampered by small sample numbers, the results point to country differences in historical and contemporary race relations, and call for additional national and cross-national research. [ABSTRACT FROM AUTHOR];
