The barriers to achievement for White/Black Caribbean pupils in English schools

Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over-represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common-sense explanation for their underachievement is often in relation to the perception that mixed-heritage people are more likely to have 'identity problems' and low self-esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio-economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio-economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures.