Taylor-Mullings, Nicholas; (2018) Race, education and the status quo. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This thesis is an investigation into the effect government policy, enacted in secondary education between 1997 and 2017, has had on the educational attainment of Black children in London. It focuses on the policies enacted by New Labour (1997 to 2010) and the Coalition (2010 to 2015). However, it also refers to the activities of the Conservative administration of 2015 to 2017. It starts from the premise that, following a short upward surge in the attention afforded to race equality at the turn of the century, there has been a de-prioritisation of race as a public policy problem. The central argument is that, despite this less than favourable (if not hostile) public policy environment, it may be the case that the policies enacted by these administrations assisted in improving the educational attainment of Black children. However, it also contends that, whilst it may well be the case that the attainment of Black children improved and racial inequalities were reduced, the policies enacted were not intended to address the underachievement of Black children. Instead, these policies were aimed at responding to the concerns of the White middle class and addressing the institutional self-interests of successive governments and schools. As a result, this thesis concludes that the policies enacted by successive governments during this time led to improvements in the educational attainment of some Black children, but also entrenched institutional racism. This left Black children as a whole further disadvantaged.

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