Education - African-Caribbean boys

Sewell (2000) - Study

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Sewell (2000) - Study

Sewell (2000) studied groups of African-Caribbean boys and identified four visible groups:

These boys wanted to achieve academic success and were individually well motivated to succeed. They were pro-education and pro-school.

These boys accepted the goals of schooling but they rejected the means of achieving the goals. they were pro-education, but anti-schooling. They thought that schools and teachers had largely failed to provide for their needs.

These boys rejected the goals of schooling/education and the means of achieving them. They were not confrontational; they just did not like school work.

This group formed a 'posse'. They followed rap culture and felt school and education had failed them. They were disliked and distrusted by the other three groups.

Having considered these examples we can conclude by summarising the roles subcultures play in schools/education:

First point (authority)

To challenge authority

ASeecond point (resistance)

As a form of resistance against school, home or society

Third point (bettering)

To offer members a way of bettering themselves

Fourth point (expression)

To offer expression to group identity, creating a positive or a negative impression