An Investigation into African-Caribbean Academic Success in the UK

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 postgraduate 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.

Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non‐completers

“…In a study on successful African Caribbean students in the UK, for example, Rhamie and Hallam (2002) indicated the importance of a system of combined support from parents, school and social organisations (e.g. sports clubs and church).…”

?We All Black Innit??: Analysing Relations between African and African-Caribbean Groups in Britain

“…Many people of African Caribbean heritage are successful in several areas including politics and academia (Rhamie 2003), which is often downplayed. Instead, the view that they have a higher propensity towards criminality is often propagated, which is then internalised by society members (including other Black groups).…”

Stick to your own kind: Pupils’ Experiences of Identity and Diversity in Secondary Schools

“…The data describing the academic performance of different minority ethnic groups are clearly linked to other factors that are known to have an impact on achievement, for instance gender (Bhopal, 2010;Gillborn and Gipps, 1996;Wright et al, 2000), parental education (Bhatti, 1999), poverty (DfES, 2006) and socio-economic status (Rhamie and Hallam, 2002). However, a more detailed examination of the experiences of minority ethnic pupils is necessary to unpick their complex identities.…”