Odhiambo, S; (2018) The Pupil Premium grant and educational achievements of Black girls of African and Caribbean descents. A critical analysis using Capability Approach. Presented at: UCL Institute of Education Doctoral Poster Conference 2018, London, UK.

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Abstract

The Black Minority Ethnic (BME) educational underachievement is widely recognised and irrefutable (Runnymede, 2010). This is due to various factors, e.g.  Poverty - The majority of Black pupils hail from deprived areas with “low income households (38%) compared with White students (18%)”,  Inadequate number of teachers from ethnic minority groups - “in England as a whole 9% of teachers are from a minority ethnic group; in London 31%” (Ball, 2008:166)  Behaviour and exclusion – Black pupils are more likely to be excluded due to conscious and unconscious prejudice from teachers (Runnymede, 2012). Studies have mostly focused on the exclusion of Black boys, while girls are twice as likely to be permanently excluded from school compared with total school population and their White female peers (Rollock, 2007). Excluded pupils are more likely to complete their education without academic qualifications, therefore, having limited chances to further their education and to access employment (Cf. Runnymede, 2012). All of the issues highlighted have had adverse effects on Black pupils’ educational achievements and motivation (Ball, 2008). There have been various government initiatives to close the educational achievement g

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