ABSTRACT
Cork (2005) argues that ‘Black parents feel marginalised and their concerns are often ignored. There is a need for partnership with schools (who) need to focus on raising standards and look for support from parents, community and Black teachers’ (p. 111). This chapter considers the importance of this agenda. It does so by focusing on the roles played by the families in assisting the young people to help regain control over their lives. In presenting some narratives highlighting the value and strengths of such support, an insight is also given into how under such pressures and strains, members are able to come together to transform the disadvantaged position of the excluded young person. This is done by transforming their educational experiences and improving their life chances. The key themes and issues identified include coping with exclusion by adopting an attitude of perseverance and by giving support to the young person in the form of acceptance, advice, and practical help. The effects of the exclusion in terms of wider relationships and the culture of respectability is also examined. In doing so, the chapter considers the work of Reay (2000) who observes that mothers’ emotional support of their children’s academic success transfers to educational and social prestige, as well as the contribution of critical race theory, for example, the work of Yosso (2005) and Carter (2005) who argue that for the achievement of black and minority ethnic academic success, a theoretical space should be made for a different set of values and behaviour to coexist.
