The Issue of Inequalities in Education in the United Kingdom - Dissertation Example

? Are Black Afro Caribbean boys that are born in the UK underachieving within the Education System? Education serves as ladder for development of human society. Without education, no society can become civilised. When children join school for education they learn skills and qualifications to go ahead in life. In UK, many reforms were done after world war II however; major focus remained on improving the education system. There has been a debate in British society regarding issue of inequalities in education. Out of all the communities, debate about children of Caribbean heritage has been most controversial. There is no denial of the fact that Caribbean children are under achieving in UK. In 2004, according to National Statistics, the lowest levels of GCSE attainment were among black Caribbean pupils, particularly boys. Only 27% of black Caribbean boys and 44% of black Caribbean girls were said to have achieved five or more A*-C grade GCSEs. (BBC News 2009). The statistical release issued by Department for Children, Schools and Families at National statistics UK has reported that in 2008/9 44.3 percent of Black African pupils achieved a good level of development. This is 7.3 percentage points below the national average; this difference in achievement shows a reduction from 2008 when it was 10.7 percentage points. In 2009 27.3 percent of Black African pupils were classified as being in the lowest achieving 20 percent of pupils, this is a reduction from 2007 when 30.2 percent of Black African pupils were classified as being in this group. 43.0 percent of Black Caribbean pupils achieved a good level of development. This is 8.6 percentage points below the national average; this difference in achievement has reduced from 2008 when it was 9.4 percentage points. In 2009 26.5 percent of Black Caribbean pupils were classified as being the lowest achieving 20 percent of pupils, this is a reduction from 2007 when 27.6 percent of Black Caribbean pupils were classified as being in this group. Caribbean immigrants started coming in UK during 1950s. Children of these immigrants started joining schools in significant volume in 60s and later. Within a short span of time serious complains started appearing about racial discrimination against these children as well as underachievement by them. It became evident that children were treated with discrimination, being called dull, slow learners, UN responsive, troublesome, dull, low achievers, backwards and UN intelligent. Observing all this, black parents moved to draw public attention and demanded government to take concrete actions. Since 1960 government took many actions and policy initiatives however to this day, concerns remain in air about educational performance of these children and their treatment. The low achievement of Caribbean children is in great contrast to high achievements by children of other minority ethnic groups in UK. There are many theories available to explain this problem. These theories include low IQ, genetics, poor self esteem, racism against society and schools, race politics in UK, poor quality of schools and poor home environments of children. It is an important observation that educationalists and government view this problem with different perspectives. This paper is an endeavour to understand why black British children of African Caribbean origin achieve less in academics and are subject of increased expulsion from schools. In the UK, in the 1960s and ‘70s, Black children were routinely labelled “educationally sub-normal” (ESN) and confined to ESN schools, also known as sin-bins. The parents often did not challenge the verdict of the teachers and the schools, but just accepted the situation. One reason for underachievement of students has been indifference of parents towards the situation. Educationalist Dr Tony Sewell from UK has researched and stated as late as September 2010 that institutional racism in education has no part to play in the educational failure of African Caribbean children in UK schools (Swell). In 2008, the UK Department for Education reported that only 27 per cent of black boys achieve five or more A*-C GCSE grades. African-Caribbean boys are also the group most likely to be excluded from school. Many other educationalists support Dr Swell’s theory. Dr Sewell suggests that in his view anti racism policies have prevented teachers from dealing with badly behaved black children .The reasons for underachievement by black students are poor parenting, peer-group pressure and an inability to be responsible for their own behaviour. They are not subjects of institutional racism. They have failed their GCSEs because they did not do the homework, did not pay attention and were disrespectful to their teachers. Instead of challenging children, black parents have given them the discourse of the victim – a sense that the world is against them and they cannot succeed. Black underachievement is due to the low expectations of school leaders, who do not want to be seen as racist and who position black boys as victims. There are other views about the issue which suggest that; the reality of institutional racism is its effects in terms of economic exclusion, increases in rates of poverty and unemployment, growing racism in the dispensation of criminal justice, the scandal of the failure of poor sink schools, low teacher expectations, motivation and tenure along with the pervasive reality of racism in wider society which demonizes black children. To seek to pathologise the victims of racism as responsible for their own plight is a reflection of a politics that describes poverty as a “lifestyle choice”. Not only is this perspective objectively wrong in an academic sense it is also politically and morally wrong. There can be no concession to racism in education because the stakes are too high. It is estimated that more than 250,000 children have been accused of racism since it become law and teachers are being forced to report children as young as three to the authorities for using alleged racist language. Another major reason of the problem is political one, the broader anti-Black political sentiment cannot be separated from the British education system; the two are interwoven when it comes to understanding the plight of Black British school children in historical and contemporary perspective. According to a study carried out by Ofsted, the government’s inspector of schools, when African-Caribbean children start school at 4 years old, their attainment is 20% above average.  By the time they leave school, aged 16, however, this has reversed to 21% below the national average (Lawna). Out of over 22,000 British students who achieved AAA at A-Level in 2002 and entered higher education, only 37 were black. It has been noted that curriculum in British schools is not attractive enough for black students. To engage the interest of African/Caribbean students, the focus needs to shift away from slavery and apartheid, and more to positive aspects related to their race, for example accomplishments in History, and notable black authors in English Literature. Poorer socio-economic class is one of the factors in deterring individuals from pursuing higher education. The family structure of many British black families, in which 48% of black children have single mothers, has a negative impact on education, particularly for males. As most of black women are single mothers (65 %), they have to work outside as well as in home, therefore devoting lesser time towards education of their children. In these communities nucleus family models are not followed, therefore once parents break-up or divorce, kids are left mostly less attended. Black communities like to live in concentrated areas for easy access to ethnic foods and social interaction; however, this has resulted into segregation. Segregation means that habit pattern of majority of people may be adopted by youngsters. As an example, since less black people study law and politics lesser youngsters will join these study areas. According to a research carried out by “Shelter” which is a housing and homeless charity 4 million children in the United Kingdom live in poverty after their housing costs have been paid. The research says that Bad housing has a massive impact on children’s lives, affecting everything from their health and educational achievement, to their emotional well-being and overall life chances (Shelter). Black masculinity, culture and identity are also considered a contributing factor in underachievement of black students. Black males like to remain in groups while maintaining a dominating position. To maintain a dominating position fights and scuffles are a common phenomenon. This attitude and behaviour keeps them out of focus from academic activities. Black boys normally remain in groups. These groups have clashes with other black or white groups based on jealousy, power politics, racing and gambling etc, which are all anti academic activities. As compared to black boys, black girls have been achieving far better results although they come from the same environment. Black males consider themselves sexually superior and draw their security from this impression. Black males attain status within their communities not on the basis of qualification, academics or employment but manly appearance and physical power. To some extent this idea explains high un employment and low education rates. There is another view about why girls achieve higher grades than boys with reference to black community (Kutnick, 2000). In a large-scale research project, in East Caribbean, researchers found that when girls performed academically better than boys, there was a strong link to their background at home. For example, the kind of schools they attended from a young age, with whom they lived, and their parents’ occupation. Kutnick also found sexual stereotypes in the classroom that favour girls. “Boys are less likely to be called upon in class; some may not be able to answer the question and they do not have the social support system that was found among the girls to encourage them to answer” (p. 83). At the same time, “low attaining girls did not put themselves forward to answer questions” (ibid., p. 83). Nonetheless, if a boy is low attaining he is stereotyped as a behavioural troublemaker. There is also a strong link between early parenting and guidance by parents and achievements of children which is somehow missing in black families (Mc Bride). According to a study carried out by Mc bride and his fellow researchers early paternal and maternal parenting behaviours were not directly related to later student achievement. Differences were revealed in the pattern of relationships between early parenting and later parental school involvement for fathers and mothers. In addition, father’s later school involvement was found to be negatively related to student achievement, whereas maternal school involvement was found to be positively related to student achievement. These findings provide partial support for the hypothesized differential relationship between fathers' and mothers' early parenting and later student achievement. British Africans and Caribbean have shown great success rates in sports and entertainment industry. There are many famous black names in entertainment, films, media, music, boxing athletics and football. However, it is considered that success of few people can have highly negative consequences for thousands who follow their model’s styles without putting equal effort. The youngsters are sort of misguided from academics while watching famous black heroes. Young black boys often copy complete styles of black sports and entertainment celebrities wearing chains, colouring hair, wearing ornaments and worn out jeans etc but one thing they forget is hard work in life. Attitudes of black musicians and entertainment heroes have a great influence on black youngsters. They adopt their styles of life and adore them. The behaviour problem associated with young males is often attributed to black musicians like Snoop Dogg, Ice Cube and Dr Dre. In black boys when a boy is focused more towards studies he loses respect of peers who are busy in above mentioned activities however black girls do not show this type of response and display comparatively better academic results. Statistics show that black women are more qualified than males and are resultantly more successful in life. Miss Cassa Panko has started a ballet in UK having a company just for black and Asian dancers. In an interview with BBC she said it is important to have black role models in ballets. She said “What may seem like a way of segregating people is actually there to show a concentrated amount of role models for kids coming up through the ranks”( BBC News 2011). There is another grave area associated with black youngsters, lack of Identity. This means that Caribbeans feel ashamed of their past associated with slavery and therefore attach no cultural significance to their roots. When someone is not comfortable with his past or roots, it naturally affects his self-esteem and growth in society. However, a large portion of blacks who are proud of their past and race question this thinking. Another problem area is racial discrimination in UK, which has its effects on schools and education. There has been an ongoing debate in UK about whether really racial discrimination exists in UK or not. There has also been a debate whether black students are a victim of racial discrimination and if “Yes”, how it has affected their academic performance. Remaining within perimeters of this study it is concluded that racial discrimination exists in UK both inside and outside academic institutions, despite various legislations implemented by UK Government. Students feel that teachers like white students more than blacks. It is also a fact that despite few blacks being highly qualified get a lesser share in good jobs and remain un-employed. Uncertain future despite good education is a contributing towards low motivation and interest towards studies. Teachers often show negative perceptions about black students notwithstanding the reasons. There is a perception that black boys possess good body but not good mind. Cultural difference between teachers and students has a role to play in behaviours on both sides. Another issue is that teachers view black students as a part of group, if one makes trouble complete group is viewed as troublesome. The high exclusion rate of black boys is often associated to teacher’s thinking according to which they associate black with problem. Black boys react on this behaviour, which is again attributed as behavioural problem. In fact, pupils perceive racism due to a communication gap existing in schools. The discrimination has devastating consequences for the education system as a whole and blacks turn against white teachers openly and violently. Over all this atmosphere results into lower standards of education and expulsions. According to Gillborn “an analysis of educational policy since the Second World War up to the present day suggests that despite a rhetoric of standards for all, education policy in England is actively involved in the defense, legitimation and extension of white supremacy” (Gillborn, 2005: P499). The discrimination also leads towards lower self esteem and motivation of students however a bigger school of thought maintain that low self esteem has little to do with underachievement. It is established that children from other Asian communities like Chinese, Pakistanis, Indians and Bangladeshis share same schools however perform well. Thomas and Caldwell has carried out a study which reveals compelling evidence that both African American and Caribbean Black adolescents encounter discrimination from their teachers at school. In addition, study findings indicate that perceived teacher discrimination has adverse consequences on achievement for both African American and Caribbean Blacks although not in all situations. Individuals who feel positively toward Blacks and whose race is central to their identity are more likely to be protected from the negative consequences of teacher discrimination on academic achievement. (Thomas Caldwell ). Jo Westbrook has deliberated in detail about low expectation of teachers as the main reason of underachievement by African-Caribbean boys ( Westbrook Clark P 67). It is clear that there are multiple causes for underachievement of black students in UK and no single cause can be cited as the main cause of the problem. There has been difference in achievements of black African and Caribbean students as well. Lack of “Role Models” is cited as one of the reasons for under achievement. In the British educational institutions, there are very few African / Caribbean teachers therefore students see very few people whom they can follow in true spirit. The (perceived) role models for black students are not available in academia but in music and sports, therefore students do not see education as a path to succeed in life. The absence of black role models in education is a big problem. Some people suggest using positive discrimination policy, which suggests that black students be preferred over equally qualified white students, however this needs elaborate debate. In this situation, it is a great challenge to ensure a balance between addressing issue of under-representation without discrimination to other communities. BBC (Guy Smith) has quoted interview of Mayor David McQueen who has worked with young people for 20 years, on the issue of mentoring black teenagers by black mentors. He said"I think we in the Afro community miss a big trick when we think that only black men are the only ones to mentor black boys," says David, "There is a certain dynamic that comes from male mentorship but I think we should widen the pool to include any man capable of good leadership." Another reason debated in society is problems with the British curriculum or method of teaching in schools and colleges. For example, geography and history of England is a popular subject for English teachers however, black students are not interested in these subjects at all. Again, in English curriculum, the major references are made to black history in the backdrop of slavery or colonialism that is not liked at all by black students. The changes are coming in curriculum but slowly. Students term curriculum as “Euro-Centric” and prejudiced. There is a definite need to make British curriculum “multicultural” and more meaningful to ethnic minority students, especially blacks. A syllabus under-representing black heritage, roots and culture de- motivate students from pursuing higher studies. Continuous mention of “slavery and apartheid” could reduce self-esteem and induce feelings of anger and inferiority, which contributes negatively towards educational achievements. A counter argument to this thinking is that history is only one subject and it does not explain under achievement in science, math or biology. It is argued that what happened 200 years ago has nothing to do with growth of a race in present day and it is only an excuse for not working hard and progressing. It has been observed however that in London boroughs supplementary schools for African / Caribbean students, operating on Saturdays have become very popular. It is clear that more research is required to identify and solve the problem of “British teaching style”. The problem is compounded when peers criticize students desirous of joining pre-dominantly white institutions like Oxford or Cambridge universities. Peers label their high achievers as “sell outs” and “trying to be white”. This common attitude may be a contributing factor in black under-representation in higher education. There has been a discussion in society about lower IQ of blacks as compared to whites basing on statistics and genetics. However labelling a race having low level of intelligence is highly questionable. There is another perception that black parents do not pay much attention towards education of children and do not push them enough to get good results. With respect to other communities like Chinese, Indian and Pakistanis education has been a lesser priority in black families. The schooling in UK has not responded to needs of local communities and young black people continue to disengage from educational institutions, which is a challenge for academics. There is an apparent failure in application of policies regarding race and racism in British schools. The educational authorities have failed in engaging and satisfying black communities regarding their complaints and concerns. There is an urgent requirement that authorities listen to concerns raised by Black students. Curriculum based on the intellectual, physical, emotional, and spiritual needs of Black communities needs to be incorporated in schools. Schools have to reach black communities and embrace them rather rejecting them. It is a matter of social justice to provide equal opportunity to all in Britain. Black parents are demanding justice for their children at every forum. A holistic approach is required to provide progressive and supportive learning environment for black students. Schools have a great responsibility to serve local communities without discrimination and empower all students to create successful futures. To summarise African / Caribbean male under-representation and under achievement in schools and higher studies is a result of many complex and inter-woven factors rather than a single dominating reason. Many problems pertaining access to higher education attributed to racism are linked to class difference rather than race. The British curriculum does not take into consideration sensitivities and requirements of African / Caribbean and minority students. Revision of teaching styles, syllabus and content is necessary in the backdrop of multi cultural environment. There has been a mention in society about qualified black people not getting right jobs after they leave academic institution. Institutional racism continues to be problematic in educational establishments. Different types of education systems have been criticised as one of the causes of underacheivemnt.Racism and racial discrimination must be rooted out of British schools and universities to stop underachievement of black males. There is a major lack of positive ‘role models’ in education for black males; more black teachers and policy decisions on positive discrimination is required for the time being. Black street subculture, grouping, gang culture and masculinity have a major negative influence on the education of many African/Caribbean boys; detracting black males from this culture is highly challenging and necessary. Quite a few African/Caribbean students believe that their race is intellectually inferior; literature asserting this should be challenged at every point. It must be propagated that no race can be inferior in intellect basing on colour of skin. The views of African/Caribbean students require greater consideration and understanding when academics engage and conduct research on this community. Curriculum and teaching problems, lack of role models, cultural issues and racism are considered the most dominating factors in educational underachievement of African / black Caribbean males . The Black parents recount a pattern of cumulative negative experiences which for many of the children results in academic underachievement and becoming demotivated to learn, by a system that they feel has rejected them, or imposed exclusion. One of the major contention is that one cannot divorce the broader anti-Black political sentiment from the British education system; the two are interwoven when it comes to understanding the plight of Black British school children in historical and contemporary times. In UK few localities have started separate schools for blacks in order to keep them focused and motivated. The results are very encouraging and students have given very good results. However another debated has erupted that why schools are being established basing on the colour of skin. This shows that problem of underachievement in UK by Afro- Caribbean boys is quite complex. Whatever are the reasons for this problem it needs a deliberate solution by Government and private sectors alike. It also requires deep involvement of parents, teachers, educationalists, NGOs and human rights groups. This problem cannot be left at its own since it has repercussions for British society as a whole. If allowed to continue other communities will also lag behind in the British society. As a multicultural and multi ethnic society of 21st century, UK has to solve the problem of underachievement by Afro-Caribbean males in letter and spirit. Works Cited BBC News (2009) ‘Focus on black pupil’s education.’ BBC.co.UK.Web .12 April 2011 http://news.bbc.co.uk/2/hi/uk_news/england/london/7969660.stm BBC News (2011) ‘Ballet Black opens up dance world.’ Web.12 April 2011 http://www.bbc.co.uk/news/entertainment-arts-12375332 (Accessed: 12 April 2011). http://www.bbc.co.uk/news/entertainment-arts-12375332 Gillborn, D. (2005): Education policy as an act of white supremacy. 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