Reframing Intersectionality in Critical Race Theory 30 Learning to Achieve: An intersectional analysis of black HE experiences (original) (raw)

British graduates of African Caribbean parentage who achieve educationally are an under-researched group. This paper uses intersectionality and critical race theory to explore the higher education (HE) experiences of a small group of British African Caribbean graduates. The theory of intersectionality provides a powerful tool for examining the structuring effects of ‘race’/ ethnicity, social class and gender in order to understand how multiple identities converge to create the specific experience of British African Caribbean students in a UK higher education context. Intersectionality lends itself to a qualitative methodology (Crenshaw, 1989) and critical race theory suggests that it is important to hear the voices of minoritised people in order to understand and challenge racism (Yosso, 2005). As such, a narrative approach was used to elicit what participants considered to be key features shaping their higher education experiences. It transpired that subtle racism in the forms of low expectations and lack of diversity positioned them as ‘outsiders within’ (Collins, 2000). In response, participants used independent learning strategies and emotional withdrawal to navigate their way through the sometimes hostile HE environment. Closely linked to ‘race’/ ethnicity were issues of social class, which influenced where participants studied and heightened their concerns about their own academic abilities. Consequently, African Caribbean support networks served as a vital source of social capital to overcome these challenges. The research involved both male and female respondents and a gender dynamic was evident in the prevalence of the women studying for Masters degrees at post-graduate level and identifying pleasure as a prime motivation to study. However, class related issues re-emerged as a barrier to doctoral study and academic careers. One of the conclusions of the research is that increased diversity in academic staff, higher education curriculum and cultural activities would improve the experience of British African Caribbean students. Another conclusion is that untapped potential exists amongst British African Caribbean postgraduate women. If harnessed, this could serve to bridge the gap between universities and communities in order to enhance social inclusion and genuinely improve diversity in higher education.