TY  - JOUR
JF  - Race, Ethnicity and Education
A1  - Rhamie, Jasmine
A1  - Hallam, Susan
ID  - discovery10002286
N2  - 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.
SN  - 1361-3324
UR  - https://discovery.ucl.ac.uk/id/eprint/10002286/
N1  - This is an electronic version of an article published in Rhamie, Jasmine and Hallam, Susan (2002) An investigation into African-Caribbean academic success in the United Kingdom. Race, Ethnicity and Education, 5 (2). pp. 151-170. Race, Ethnicity and Education is available online at: http://www.informaworld.com/10.1080/13613320220139608
IS  - 2
TI  - An investigation into African-Caribbean academic success in the United Kingdom
EP  - 170
Y1  - 2002///
AV  - public
VL  - 5
SP  - 151
ER  -