‘Liminal learners’ in a global city: The aspirations of young British Bangladeshi women at an east London secondary school

Young British Bangladeshi women are often perceived as a marginalised, vulnerable group unlikely to succeed within the UK education system. Although achievement at GCSE level has improved significantly in recent years, female British Bangladeshis continue to be identified as an under-performing group at A-level¹ and in higher education (Dale, 2002; Hussain, 2005). This article examines the educational experiences of a group of young British Bangladeshi women at one east London secondary school, exploring their perceptions of educational success and their aspirations for the future. Through a narrative, case-study approach, and drawing on a range of theoretical perspectives, the research seeks to challenge commonly held perceptions of a group of young women whose voices are often absent from academic and policy discourse. Using the concept of ‘liminality’² (Turner, 1969) as a way to conceptualise the location of young British Bangladeshi women within the education system, the article argues that we need to re-visit the widening participation³ (WP) agenda, in the light of the real, lived experiences of young people from second-and third-generation migrant communities.