This paper reviews four decades of research on race and education in Great Britain and discusses the deficit theories of underachievement that serve as the structure of most of the studies. Focus is placed on black youth of Caribbean origin and how they perform in British schools. Consideration is also given to constructive frameworks from gender and political dimension research; quantitative aspects of the research; a summary of an interview study of parents, students, and teachers; curriculum access; parental involvement; role models and the cultural identity of black youth; career guidance; and multicultural education techniques. Contains 76 references. (DDR)