Slay In Your Lane: The Black Girl Bible. Yomi Adegoke
don’t even know how he thinks that might have made me feel, and it shows that he just didn’t even think, but, what I said to her is that at least he had a statistic. What he then went on to say was that the reason black boys are at the bottom is because they don’t have father figures and my daughter called him out, and she got in trouble.’
There’s evidence to suggest that if your teacher looks like you, you might do better in school. An American study revealed that when black students have black teachers, those students are more likely to graduate high school. ‘The study found that when students had teachers of the same race as them, they reported feeling more cared for, more interested in their schoolwork and more confident in their teachers’ abilities to communicate with them. These students also reported putting forth more effort in school and having higher college aspirations. When students had teachers who didn’t look like them, the study found, they reported lower levels of these feelings and attitudes. These trends were most visible in black students, especially black girls.’6 So it is particularly frustrating that in the UK, we don’t have enough black teachers. According to the National College for Teaching and Leadership, only 12 per cent of trainee teachers in 2013–14 were from minority ethnic groups – a statistic that has not really changed in five years.7 The lack of black teachers across the country means that there could be a lack of understanding as to how to motivate and work with black children. In 2007, Catherine Rothon argued that a lack of co-ethnic role models may explain poor performance from Black Caribbean boys,8 and those teachers who do come from ethnic minorities report difficulties that include casual racism, lack of role models for black and minority ethnic (BAME) children, and being forced to deal with microaggressions from other staff. I go into more detail about the impact of casual racism in the ‘Water Cooler Microaggressions’ chapter.9
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When I grow up …
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What did you want to be when you grew up? Who were your role models? We can all remember what it felt like to be full of hopes, dreams and ambitions about what jobs we were going to have when we were old enough. But as the years passed, society – and school – often shut down those ambitions and set limitations before we had time to really know what it was we wanted to do. According to a BBC Newsround’s study, about one in five black children believe their skin colour could damage their job prospects. One child told Newsround’s reporter, ‘This generation is still being judged and stereotyped, so it’s going to be difficult for us to do what we want to do when we’re older.’10
For black women, this is exacerbated by the fact that we tend only to be shown a narrow range of possibilities for ourselves, and are bombarded with the idea that there are only certain roles for certain people. Heidi understands this all too well from her research: ‘There is so little representation of you, as a young black girl, in school, so you don’t see your image in a positive way in the textbooks, in the history. A student of mine, she did her PhD on black history, and she said that when she interviewed black kids, boys and girls, and their parents, they said, “We don’t want black history to be taught in schools because it’s always about slavery and the enslaved, and then we get teased.” She said it’s the way that it’s taught that is the problem. Not that it’s taught as part of the horrors of the colonial and imperial system, no. Or how it fuelled the industrial revolution, no. It’s taught as a separate thing, which is degrading, and so the only images that you do see are in chains, being lynched or something, and you’ll never see positive images.’
One of the things we hope to achieve with Slay In Your Lane is to show young black girls that there is no limit to the roles they can carve for themselves in the world.
Malorie Blackman OBE is an award-winning children’s author who held the position of Children’s Laureate from 2013 to 2015. She believes it’s incredibly important for black children to have these visible role models. ‘When I was a child, even though I loved reading and I loved writing, it didn’t occur to me that I could be a writer because I’d never seen any black writers, and in fact, the first time I read a book by a black author was The Color Purple, and that was when I was 21 or 22. Now, that’s a ridiculous age to get to before you actually read about black characters written by a black author, and it was only reading that that led me to the black bookshop in Islington, when it was there, and that’s where all my money went. I remember in one lesson, I said to my teacher, “How come you never talk about black achievers, and scientists, and inventors?” And she looked at me smugly and said, “’Cos there aren’t any.” And, I didn’t know any better, I had never been taught about them, so I felt there was a huge gap in my knowledge about my own history: never been taught it, never come across any books about my own history, so when I found a black bookshop, it was non-fiction books, it was mostly African-American writers, but I devoured them.’
Sharing Malorie’s views on the necessity of visible role models, Dr Maggie Aderin-Pocock has relentlessly pursued a schedule of school visits alongside her academic work: ‘This is quite a multi-pronged challenge. My goal is to get more, especially black, girls into STEM [Science, Technology, Engineering and Maths], because it’s the same across the board really, there are internal challenges and external challenges. Internally, I think many girls don’t consider STEM, especially black girls, but it’s the same with black boys really. When they see role models or black role models they see footballers, they see singers, they see people who are doing brilliant jobs, but they don’t see many scientists. They see maybe a few more medical doctors now, but sort of within a limited catchment. And so it’s trying to expose them to as many role models as possible in as many different disciplines as possible. It’s funny, when I go to schools, I talk about science and I talk about space but I do not necessarily want them to become space scientists like me, I just want them to know that they have amazing opportunities and there are amazing careers out there that might be suited to them. Some of the children might be great as space scientists, but some of them might want to do something totally different. But it’s showing them that as a black girl in a school, the sky’s the limit, you can do anything you set your mind to, but you’ve got to actually know what the opportunities are. It’s trying to get them exposure to opportunities. I think it doesn’t happen quite so often, but I think in some places they still try to limit people’s expectations. And that’s especially true for girls and I think especially true for black girls. So it’s sort of like the situation I was in – “Oh Maggie, don’t aim too high” – almost know your place in life, and I find that quite frustrating. So I like to show my story as an example, you know, I started off exactly where you are sitting and now I’m up here and I’m doing really exciting things and I love my work. So it’s showing them that there are amazing things that they can do, that they have the potential, and the thing is to believe in themselves. So it’s trying to tackle away the external barriers and the internal barriers.’
And positive changes are happening. Natasha Codiroli finds that female students of mixed ethnicity and Black Caribbean origin are more likely to study STEM A-levels than white female students.11 Indeed, black girls are the only ethnic group that outnumbers their male peers in STEM A-levels.12 STEM is important in driving innovation and is the fastest-growing sector in the UK. There’s never been a better time to encourage young girls into this industry. Role models like Dr Maggie Aderin-Pocock understand the need to be visible to school children, and outreach projects are becoming increasingly important in encouraging more black women into all sorts of industries.
Malorie agrees: ‘So, as far as representation is concerned, I think it is absolutely vital, because if I hadn’t read those books, it still wouldn’t be in my head that I could be a writer because I’d never seen any! I remember, for example, when I first started writing, and I wrote a book called Whizziwig, and it was on CITV (Children’s ITV) for a while. I remember going into a school – and this was really instructive to me in terms of representation, because I went into a school in Wandsworth – and I’d say about a third of the pupils were black, or children of colour, and two-thirds were white. I remember that I was talking about Whizziwig, and the idea, and it was on TV and a number of them had watched it, and a