An exploration of the lived experiences of Black Caribbean girls in secondary schools in England in the twenty-first century

Blake, Julie Lorraine ORCID: 0000-0002-0379-1720 (2023). An exploration of the lived experiences of Black Caribbean girls in secondary schools in England in the twenty-first century. University of Birmingham. Ed.D.

Preview

Blake2023EdD_Redacteddedicationaddition.pdf
Text - Redacted Version
Available under License All rights reserved.
Download (2MB) | Preview

Abstract

This thesis reports a study on the school experiences of Black Caribbean girls in England. It focuses on the everyday interactions of Black Caribbean girls in school and identifies the strategies they employ in pursuing academic success. Drawing from Critical Race Theory and intersectionality perspectives, semi-structured interviews were conducted with sixteen school aged participants exploring nuanced accounts of their everyday experiences and the strategies they employ, as they attend secondary schools in England. The narratives reinforce earlier findings from Fuller (1980), Mirza (1992) and Rollock (2007) and confirm that, even in a presumed ‘post-racial' society, Black Caribbean girls perceive that they are working harder than their peers. Findings are critically examined with reference to notions of agency, neoliberal policies and meritocratic values. The thesis argues that Black Caribbean girls continue to be ignored from educational policymaking resulting in negative educational outcomes. Recommendations include that policymakers and educators should focus on the underachievement of Black Caribbean girls and consider the effects of neoliberal meritocracy, and post-racial ideologies, on their psychological well-being.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):