Abstract

Objectives and Purpose

In the UK much of the research funding that has been allocated over the last decade to explore the reasons for the underachievement of minority children and young people has been directed towards African Caribbean, Bangladeshi and in some cases Pakistani boys (Gillborn 2007).  More recent studies have shifted the focus onto white working class boys (Gillborn 2000). In the ongoing debate over boy’s underachievement, it has become common place to assume that girls do not warrant educational concern: as the discursive ‘unsaid’ (Foucault 1980) of boy’s underachievement (Ringrose, 2007). As such, while boys continue to provoke anxiety and resources girls are seen as managing well on their own. (Francis 2010). The continuous surge of focus on boy’s (under)achievement and girls ‘success’ has erased the classed, racial and gendered complexities of educational achievement (Ringrose, 2012). From a research, policy and activist perspective this has left a significant gap in understandings around Black Minority Ethnic girl’s experiences within the UK education system. The paper will explore the reasons why some Black Minority Ethnic young girls appear to succeed and achieve in education, whilst others may find the pathway too stressful and ‘drop’ out.   It provides an opportunity explore the issues raised and develop further work in this important area, thus creating a voice for Black Minority Ethnic girls in UK schooling.  The paper also aims to challenge the longstanding myth that ‘all black girls’ are achieving in education (Mirza, 2008). 

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