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Raising expectations (CONTINUED FROM PAGE 10)

As a result, African-Caribbean boys are more likely to be extracted from classrooms for behavioural and emotional problems than any other group. The impact is not always positive. When boys return to the classroom, their behaviour is often unchanged and they continue to underachieve in GCSEs.

In many inner London schools with a large ethnic minority population, however, African-Caribbean boys may simply become ‘hidden’. Often it is assumed they have language problems, like students who need to be taught English as an additional language (EAL). Their needs are not seen as different, and therefore are not met. Of course all African-Caribbean boys have English as their first language!

Summary

 When I spoke to Coard in 2009 he saw the failure of schools to separate African-Caribbean boys from EAL children or placing them in LSUs and PRUs as systemic and institutionalised racism. In other words, despite years of multiculturalism we have not moved on much.

The gap continues to widen for African-Caribbean boys in GCSE results, and government intervention under New Labour did nothing to foster their academic achievement. The new administration promises to cater for diversity in one breath and in another make billions of pounds worth of spending cuts.

The following recommendations are vital if we are going to improve the situation:

• create an inspirational curriculum to enhance diversity and celebrate all cultures

• separate classes for some lessons, focusing on supporting African-Caribbean boys in understanding the value of education and careers

• provide extra-curricular sport and other activities

• involve more African-Caribbean parents in supporting learning

• involve black businesses, and community organisations such as churches

• celebrate the successes of prominent black celebrities

• provide continuous teacher training on culture and diversity to challenge preconceived attitudes

• ensure better mentoring of these boys.

Most of all, the particular needs of African-Caribbean boys should be identified. As teachers we can make a difference to their lives and help them understand the importance of education. When they fail, we do. Our duty as professionals is to contribute to the positive development of all children.

Janet Graham is a teaching and learning leader for vocational studies and a business studies teacher for years 10 to 13. She has worked at Alperton Community School, Brent, since 2001 and is completing an education doctorate at Brunel University.

• email: janetgraham2@yahoo.co.uk