Navigating Disaffection: A Qualitative Study of Second-Generation Black Caribbean Males’ Experiences in English Schools

Abstract
This study explores the experiences of formerly disaffected second-generation Black Caribbean males who have previously faced school exclusion and academic underperformance, a demographic significantly overrepresented in national statistics for school exclusions and educational achievement gaps. Through a qualitative interpretive approach, using narrative interviews, this research aims to give voice to these often underrepresented individuals and uncover insights to aid schools in effectively addressing disaffection among this group.
The research is framed within critical race theory and ecological systems theory, providing a comprehensive perspective on the interplay of race, power, institutional dynamics, and social environments within the education system. The analysis employs a thematic approach to evaluate the participants' experiences, focusing on their interaction with the educational system.
Key findings reveal a pervasive pattern of racial stigmatisation and alienation. Notable concerns include the experiences of being labelled and stereotyped in academic and disciplinary contexts, a notable lack of cultural and racial representation in the curriculum and educational workforce, and a resulting sense of disconnection contributing to a feeling of a lack of belonging within the school environment. Additionally, the study highlights a shift in the education system towards a market-driven model, characterised by an emphasis on quantitative assessments and practices that often exclude the most disadvantaged Black Caribbean boys. These findings suggest that such reforms may be intensifying disaffection among this group.
Essential recommendations include a holistic approach that acknowledges Black Caribbean boys' unique experiences and needs. This approach should aim to create a more inclusive and supportive educational environment. The insights from this research can support and contribute to existing educational practices and guide policy development, with implications extending beyond the English educational system and school environments to wider communities.