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Cet article est base sur des donnees rassemblees lors d'une importante etude ethnographique sur les conditions d'exclusion scolaire intervenues dans des etablissements du secondaire des Midlands. L'objectif de cette etude etait d'identifier la nature des exclusions et de produire un schema des exclusions des eleves issus des minorites ethniques, en particulier des Antilles et de denoncer le processus scolaire qui aboutissait a un tel resultat. Certains entretiens conduits aupres de cette population d'eleves et de leurs parents sont repris dans cet article qui analyse les problemes apparus lors de ces confrontations.

Despite reported increasing levels of teenage pregnancy, and sexually transmitted infection among African-Caribbean young people in the UK, young Black women express sexual identities that are both over- and non-sexualised and exclude themselves from reference to sexual desire and experience. This article will argue that through engaging in complex processes of denigrating the sexual activity of other peers, young Black women attempt to portray themselves as sexually respectable. In doing so, they become entangled in the tensions created by such positions within school-based discourses of heterosexism. This discussion will explore the processes and implications of hiding/silencing Black female sexuality both for the emerging identities of Black girls and the sex educational discourses which attempt to engage with them.

Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and g...