ABSTRACT
Chapter 6, the concluding chapter, draws on the close engagement with the empirical material on young Black males’ educational success and posits the re-framing of the conceptual argument relating ‘failure’ of young Black males with respect to educational outcomes. This presumes the need for a broader and more detailed understanding of disparities in educational attainment in relation to race, gender and class. The growth in British Black young people, particularly men, reported to be applying to university, particularly the Russell group, i.e. elite, institutions is indicative of the transformative role of education for the Black community. The evidence presented in the book highlights intergenerational, culturally specific and structural responses to negative representation of Black masculinity and class disadvantage. The findings will go some distance to challenging deficit discourses about Black male achievement.
