ABSTRACT
Young black women are highly motivated to the goal of academic credentialism, yet their educational performance does not necessarily reflect their level of academic motivation. Such a finding suggests that there could be a connection between the schooling process and educational performance. This chapter examines the daily running of the school, its efficiency, its use of resources, its objectives, aims and approaches to the schooling of its pupils and its orientation to the labour market. The unequal distribution of power within the school not only affected the level of staff accountability but also their involvement in the decision-making process. The Quinquennial Report noted the marked lack of staff enthusiasm and involvement in matters concerning consultation and decision making. The difference is observed between St Hilda's on the one hand, with its record of academic mediocrity, and St Theresa's on the other, with its apparent selective regime, could be attributed to an overall difference in school leadership and hence ethos.
