Much of the research funding that has been allocated over the last decade to explore the reasons for the low attainment of minority children and young people has been directed towards African Caribbean, Bangladeshi and in some cases ?Pakistani boys (Gilborn 2007). More recent studies have shifted the focus onto White working class boys (Gilborn 2000). The continuous surge of focus on boys' achievement has left a gender bias. This has created a sense of curiosity - and even some urgency - to investigate Black Minority Ethnic (BME) girls' experiences within the education system. In the ongoing debate over boys' low attainment, it has become commonplace to assume that girls are doing fine in education, and therefore do not warrant educational concern: they are the 'attaining', or even 'over-attaining', girls. While boys continue to provoke anxiety and resources, girls are seen as managing well on their own. (Francis 2010). As a result, there appears to have been a vast amount of research funds allocated to boys, which is leaving a significant gap for researching into girls and women. Notably this gap is not just national but is also being discussed at an international level. According to Johnson (2011) 'despite the significant contributions that African American girls have made towards the advancement of educational equality, and the United States Federal Government's promise of ensuring a quality education for all students, African American girls have been left behind'. That it is all about the boys and not about the girls, is another feature of Francis' (2000) work which argues that more needs to be done to understand the complexities that relate to gender identities. Earlier work carried out by Fuller (1980) who looked at Black girls in a London comprehensive school identified the needs of 'Afro-Caribbean' girls.