This thesis aims to understand the prevalence and impacts of structural barriers and teachers’ low expectations in the academic underachievement of Black Caribbean children in the United Kingdom. In doing so, this thesis has utilized the following two theories: systemic racism and self-efficacy. Systemic racism has helped uncover the structural and subtle yet discriminatory barriers within UK schools’ institutions while self-efficacy illustrated the ways in which teachers’ low expectations can hinder Black Caribbean children’s self-esteem and motivation and in turn their academic achievement. The chosen method has been qualitative content analysis which has provided this thesis with the common themes, patterns, and problem areas within the literature. This research process has revealed that systemic racism and teachers’ low expectations have negative impacts on the academic achievement of these children. Combining the elements of structural barriers and teachers’ low expectations has also revealed that Black Caribbean children’s right to education is being undermined.

Philosophiae Doctor - PhD / Concern has been raised that South Africa does not have a sufficient supply of scientists and engineers in the 21st century. Yet, the potential that resides in learners with cerebral palsy is often not recognised or realised by policy makers. It is argued that society cannot afford to deprive itself of the potential for scientific progress that resides, and all too often remains untapped, in the minds of people with disabilities (Burgstahler, 1994, 1995; Burgstahler and Nourse, 2000). The study contends that the under-representation of black learners with cerebral palsy (from disadvantaged backgrounds) in career fields and higher education programmes related to biology is not unrelated to: (i) our sociopolitical history; (ii) the 'outcome' of a particular method and content of teaching; (iii) lack of role models, i.e. successful professionals with physical disabilities; and (iv) the low expectations of learners, teachers, parents and the society as a whole. The purpose of the study was first of all to listen to the voices of learners with cerebral palsy in an attempt to find out if (and why) they have low expectations regarding career prospects in the biology fields. Secondly, it was to uncover the various barriers that might have contributed to such low expectations and under-representation of learners with cerebral palsy in biology related careers. The central concern of the study was whether or not black learners with cerebral palsy from disadvantaged backgrounds had low expectations of (career) possibilities in biology, and if so, why? A qualitative research design (in terms of five critical stages espoused by Carspecken, 1996) was used as framework for the study. In addition, in-depth interviews were conducted in an attempt to foreground the voices of the learners. An analysis of the results and findings indicated black learners (with cerebral palsy) with above-average performance in biology, mathematics and physical science, expressed an early interest and love for science and biology and a desire to pursue higher education studies related to those fields. However, the study found that learners with cerebral palsy who entered higher education biology and science related programmes did not complete their studies. Furthermore, that the under-representation of black learners with cerebral palsy, especially from previously disadvantaged backgrounds, could be linked to low expectations from teachers, academics in higher education institutions, parents, medical staff and guidance counsellors. The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace. (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace.

There is an increased need for bilingual education programs throughout the U.S. as a result of the increasing bilingual population, especially Spanish-English bilinguals. With the implementation of such programs there also exists the need to be aware of issues that affect bilinguals and their language learning experience. One of these issues that has been investigated among foreign language learners, but less among bilinguals, is the issue of language anxiety. This case study reports the findings gathered from classroom observations, a language survey, focus group interviews and teacher interviews in order to better understand the issue of language anxiety among heritage language learners on the border. The information gathered from student and teacher participants at a high school in South Texas describes students' language background and attitudes toward language learning as well as teachers' background, beliefs about language teaching. Results include responses from both students and teachers in reference to what creates language anxiety and what can be done in the classroom to mitigate its effects. Results indicate that language anxiety is not the issue of greatest concern, although some lower proficient bilinguals experience it. Rather, it was found that poor classroom management has the ability to affect nearly every other aspect of a language class, directly affecting language expectations, language use, classroom routine, attitudes, and even the level of language anxiety. Due to poor classroom management, a very low expectation has been set for these students and as a result, there is also a low percentage of students who experience language anxiety. Recommendations for improving bilingual language classes come from students' comments during focus group interviews.