What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales

Research output: ThesisMaster's Thesis

Standard

What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales. / Dumangane Jr, Constantino.

2011. 100 p.

Research output: ThesisMaster's Thesis

Harvard

Dumangane Jr, C 2011, 'What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales', Master of Science, Cardiff School of Social Sciences, Cardiff University, 10 Museum Place, Cardiff CF10 3BG, United Kingdom. Electronic address: DimondR1@Cardiff.ac.uk..

APA

Dumangane Jr, C. (2011). What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales.

Vancouver

Dumangane Jr C. What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales. 2011. 100 p.

Author

Dumangane Jr, Constantino. / What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales. 2011. 100 p.

Bibtex - Download

@phdthesis{86d10ec848b34174a8851ef0920c09e3,
title = "What{\textquoteright}s Occurrin{\textquoteright} wit{\textquoteright} d{\textquoteright}em Black Boyz in School? African-Caribbean Boys{\textquoteright} Remembrances of Secondary Education in South Wales",
abstract = "Extensive research on African-Caribbean males indicates that they have high levels of underachievement and exclusion as compared to other groups of students in secondary schools in the UK. This dissertation concerns African Caribbean males{\textquoteright} memories of their experiences in secondary schools in South Wales. Semi-structured qualitative interviews were implemented to collect data. Five male participants aged 18 to 26 years were interviewed about their stories. The majority of the participants{\textquoteright} stories reflected positive secondary school experiences with four of the five participants entering University and the fifth participant successfully securing his National Vocational Qualifications (NVQ) level 3. Most of the participants did not reveal a school culture of inherent racism, discrimination and victimisation. Furthermore the participants{\textquoteright} responses to how they would react to offensiveness were calm and peaceful. The relatively successful experiences of secondary school, NVQs and University matriculation compared with the negative statistical evidence of black boys failing in schools forms the substance of this dissertation, which explores the participants{\textquoteright} successes as well as the resilience factors that they developed. This dissertation provides a framework for exploring and gaining meaning about African Caribbean boys{\textquoteright} educational experiences and trying to gain meaning from their interviews about what factors hinder or enhance their ability to succeed in school.",
author = "{Dumangane Jr}, Constantino",
year = "2011",
language = "English",
school = "Cardiff School of Social Sciences, Cardiff University, 10 Museum Place, Cardiff CF10 3BG, United Kingdom. Electronic address: DimondR1@Cardiff.ac.uk.",

}

RIS (suitable for import to EndNote) - Download

TY - THES

T1 - What’s Occurrin’ wit’ d’em Black Boyz in School? African-Caribbean Boys’ Remembrances of Secondary Education in South Wales

AU - Dumangane Jr, Constantino

PY - 2011

Y1 - 2011

N2 - Extensive research on African-Caribbean males indicates that they have high levels of underachievement and exclusion as compared to other groups of students in secondary schools in the UK. This dissertation concerns African Caribbean males’ memories of their experiences in secondary schools in South Wales. Semi-structured qualitative interviews were implemented to collect data. Five male participants aged 18 to 26 years were interviewed about their stories. The majority of the participants’ stories reflected positive secondary school experiences with four of the five participants entering University and the fifth participant successfully securing his National Vocational Qualifications (NVQ) level 3. Most of the participants did not reveal a school culture of inherent racism, discrimination and victimisation. Furthermore the participants’ responses to how they would react to offensiveness were calm and peaceful. The relatively successful experiences of secondary school, NVQs and University matriculation compared with the negative statistical evidence of black boys failing in schools forms the substance of this dissertation, which explores the participants’ successes as well as the resilience factors that they developed. This dissertation provides a framework for exploring and gaining meaning about African Caribbean boys’ educational experiences and trying to gain meaning from their interviews about what factors hinder or enhance their ability to succeed in school.

AB - Extensive research on African-Caribbean males indicates that they have high levels of underachievement and exclusion as compared to other groups of students in secondary schools in the UK. This dissertation concerns African Caribbean males’ memories of their experiences in secondary schools in South Wales. Semi-structured qualitative interviews were implemented to collect data. Five male participants aged 18 to 26 years were interviewed about their stories. The majority of the participants’ stories reflected positive secondary school experiences with four of the five participants entering University and the fifth participant successfully securing his National Vocational Qualifications (NVQ) level 3. Most of the participants did not reveal a school culture of inherent racism, discrimination and victimisation. Furthermore the participants’ responses to how they would react to offensiveness were calm and peaceful. The relatively successful experiences of secondary school, NVQs and University matriculation compared with the negative statistical evidence of black boys failing in schools forms the substance of this dissertation, which explores the participants’ successes as well as the resilience factors that they developed. This dissertation provides a framework for exploring and gaining meaning about African Caribbean boys’ educational experiences and trying to gain meaning from their interviews about what factors hinder or enhance their ability to succeed in school.

M3 - Master's Thesis

ER -