The Barriers to Achievement for White/Black Caribbean Pupils in English Schools

Autor/inn/en	Haynes, Jo; Tikly, Leon; Caballero, Chamion
Titel	The Barriers to Achievement for White/Black Caribbean Pupils in English Schools
Quelle	In: British Journal of Sociology of Education, 27 (2006) 5, S.569-583 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Foreign Countries; Peer Groups; Multiracial Persons; At Risk Persons; Socioeconomic Background; Underachievement; Teacher Expectations of Students; Student Attitudes; Peer Influence; Socioeconomic Influences; Student Behavior; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gleichaltrigengruppe; Peer Group; Mischling; Risikogruppe; Sozioökonomische Lage; Performance deficiency; Leistungsschwäche; Schülerverhalten; Sozioökonomischer Faktor; Student behaviour; Großbritannien
Abstract	Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over-represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common-sense explanation for their underachievement is often in relation to the perception that mixed-heritage people are more likely to have "identity problems" and low self-esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio-economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research,1 this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socioeconomic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures. (Contains 10 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10