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Their Own Worst Enemies?

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Their Own Worst Enemies? An exploration of African-Caribbean boys’ underachievement and their stories of schooling Their own worst enemies? A thesis submitted for the degree of Doctor of Education By Janet Graham School of Sport and Education Brunel University 2011 STATEMENT OF NEEDS The following is a ‘statement of needs’ for the justification and completion of the study which identifies: a) the magnitude and significance of the problem African-Caribbean boys continue to fail in secondary education. This is reflected in much lower than average GCSE results compared to other students and lower rates of participation in school sixth forms and in further and higher education. The problem of African-Caribbean boys’ underachievement is of major concern because these boys are not getting qualifications, cannot access higher education and jobs and therefore will become marginalised and disconnected from society. Government policy has been inadequate in meeting the needs of these boys. Even if standards in education have continued to improve African-Caribbean boys have not benefited from this in comparison to other students. b) how a thorough understanding of the problem/needs have been demonstrated I have conducted a thorough review of the literature concerning the underachievement of African-Caribbean boys. This has included an analysis of the data about the extent of the problem, the effects of globalisation, national policy initiatives and government intervention on race and diversity in relation to African-Caribbean boys. This has also included a review of the trends, patterns and explanations for African-Caribbean boys. In doing so, the review has acknowledged the work of a range of contributors. c) the logical transition from the needs identified, to the empirical study and the proposed solutions As a result of reviewing the literature I was able to establish the gaps in the research. Through an Institutional Focus Study (IFS) of a multicultural Inner London School (ILS) it also became evident that African-Caribbean boys were ‘hidden’ and marginalised. Having identified the problems and the gaps in the literature review, the next step was to design a set of research questions to be answered. The empirical study was designed as a case study as i this approach was the most appropriate to capture African-Caribbean boys in their natural settings. The methods chosen to collect the data were interviews, questionnaires and a sociogram. It was also important to ensure that the data collected was valid and steps were taken to ensure this. The data was analysed and the findings reported on. As are result a set of recommendations for practitioners, Local Education Authority and policy makers has been proposed. ii ABSTRACT This study investigates why African-Caribbean boys continue to underachieve in schools. It is based on an extensive study of one Inner London school and has also involved a thorough review of the existing literature about why this particular group of students do not fulfil their potential. The inspiration for this study has been the work of Bernard Coard (1971) who wrote influentially about how the first generation of West Indian children was branded as ‘Educationally Subnormal’ by the British school system. Over thirty years later, the failure of African-Caribbean boys continues to be an alarming phenomenon, despite years of multi- culturalism and education for ‘diversity’. One of the arguments of my study is that African- Caribbean boys can even become ‘hidden’ amongst much larger groups of students who have English as an Additional Language (EAL) and who as a result, often receive extensive additional support. British schools have changed since the time that Coard (1971) was writing, but as my study demonstrates African-Caribbean boys are still likely to be over represented in the various Behaviour or Learning Support Units. I have also discovered that, far fewer African- Caribbean boys in the school investigated are likely to go on to the sixth form in comparison to students from other backgrounds. Even though there have been many studies about race and education, far fewer researchers have tried to ‘hear it from the boys’. I have carried out extensive research at school level amongst the boys and their teachers. As well as conducting an Institutional Focus Study of the school in question. I have argued that, whilst other groups such as white working class boys have been hostile to school, on the contrary, most of the boys in my study wanted to learn or saw the importance of obtaining qualifications in order to improve their chances in life. iii African-Caribbean boys are not ‘their own worst enemies’, but the reasons for their underachievement are complex, being the result of a range of factors. As I am a practitioner, I have concluded my study with some practical proposals for change which I hope will make a difference to the lives of these boys. iv TABLE OF CONTENTS Page No TITLE PAGE Cover STATEMENT OF NEEDS i ABSTRACT iii-iv GLOSSARY OF CHARTS AND TABLES ix-x ACKNOWLEDGEMENTS xi CHAPTER ONE: INTRODUCTION The focus and significance of the study. Why this is work is important to me. 1 How this adds to existing research. Biography of the author. 4 The politics of education. The National Curriculum and league tables 6 The use and definition of culture 9 The research questions adopted, the research approach and what is contained 10 in the thesis Graphical display of the conceptual framework adopted in the thesis 13 Outline of the literature review and summary 15 CHAPTER TWO: LITERATURE REVIEW Introduction. Purpose of the review. Terminology for defining underachievement. 18 Effects of globalisation, national policy initiatives and government intervention on race and diversity and African-Caribbean boys v African-Caribbean children in British schools - the historical journey of the 23 African-Caribbean child Problems experienced by the new African-Caribbean community in Britain 26 Globalisation, population movements and their impact on African-Caribbean boys Race, education and politics 32 The national curriculum and students’ achievement 41 From New Labour to Conservative and Liberal Democratic Coalition 44 African-Caribbean boys’ underachievement in comparison to other boys 46 The extent of African-Caribbean boys’ underachievement 47 Trends, patterns and explanations for African-Caribbean boys’ underachievement 49 Differences between African-Caribbean boys and girls 52 Social class background 55 Exclusion from school 64 Youth culture and urban youth culture and the influence on African-Caribbean boys’ 66 subculture, Technology and youth culture Subcultures and African-Caribbean boys’ subculture 67 Masculinity 69 The significance of role models to African-Caribbean boys 77 The implication of the literature review for future research 81 The gaps in the literature about African-Caribbean boys, the next step of this study, 83 emerging themes from the literature review, research questions and empirical study Summary 88 vi CHAPTER THREE: INSTITUTIONAL FOCUS STUDY Introduction. The school. The ILS student population. Ethnic composition 89 of teachers employed in the school. Some general features of the school. The school’s mission statement and developmental plan. 94 The social and economic influences on the school, crime statistics in the borough 95 The make-up of the population in the borough in which the school is located 96 The school sixth form 97 Constraints faced by the school. Position of the school in league tables 98 Gender differences in achievement in the school. The gifted and talented cohort 102 Special educational needs. 104 Students with EAL and their achievements 107 African-Caribbean boys in the ILS 108 The learning support unit and underachievement 111 Students who have learning difficulties 112 The School’s policy of inclusive learning, PSHE and citizenship 117 Mentoring as a strategy to raise achievement of students 118 Mentoring of African-Caribbean boys 119 Extra curricular-activities 120 Enrichment days 121 Parental involvement, community and industry links 121 Ofsted and the school’s development plan 123 Summary 124 vii CHAPTER FOUR: METHODOLOGY Introduction and purpose of the study 125 Methodology, paradigms and philosophical issues 126 The research question 131 Research approach and research design 132 Research design and research methodology adopted for this study and - case study 134 Benefits and limitations of being a teacher researcher 142 Piloting the study 151 Research context 152 Participants in the study – students 153 The rationale for selecting teachers 155 Designing the questionnaire 157 Designing the semi-structured interviews 158 Methods of data collection – semi structured interviews and sociogram 159 Analysing data 163 Using a sociogram 164 Designing the headteacher’s interview 164 Student questionnaires 164 Analysing questionnaires 165 Analysis of semi-structured interview 167 Analysing of sociogram 167 Validity, reliability and triangulation 167 Ethical issues 173 viii Summary 175 CHAPTER FIVE: DATA ANALYSIS AND FINDINGS Introduction 177 Responses to the research questions – students 178 Teachers responses to the research questions 220 The findings from the interview with the headteacher 233 An evaluation of the general approach adopted to answer the research question 235 Overall findings 240 Summary 240 CHAPTER SIX: DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS An evaluation of my research and addressing validity 242 The significance of this study 249 Recommendations for programmes of teacher training
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