Tackling teachers’ low expectations of Black Caribbean students in English schools

Abstract

The underachievement of Black Caribbean students has been a persistent problem facing national policymakers in English schools for many years. Drawing on case study evidence, this article has looked into the experience and views of teachers, parents, governors and school staff about the effect of teachers’ low expectations on Black Caribbean students and the reasons for their underachievement in English schools. Evidence suggests teachers’ low expectation is one of the factors that hindered the achievement of Black Caribbean students. Low expectations manifest in several ways, including harsher reprimands, racist stereotyping, unconscious and conscious bias, as well as being overlooked to answer questions, and is set in low ability groups. The recommendations from this study are that schools should challenge teachers through training and the effective use of an inclusive curriculum that provides students with knowledge about the histories, cultures and contributions of diverse groups.