An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university

Webb, Justin; Arthur, Ryan; McFarlane-Edmond, Pansy; Burns, Thomas; Warren, Digby

doi:10.1080/0309877x.2021.1915967

Cited by 7 publications

(9 citation statements)

References 50 publications

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“…The professor has bridged the gap for me... there were many things I was not familiar with because they were not taught to me. Dada is alluding to the hidden curriculum, which encompassed learning about racism as well as learning through relationships, the learning environment, social norms, values, beliefs, practices, and routines (Webb et al, 2022). Miller (2016 found that the hidden curriculum impacts students' feelings of belonging, their self-image and consequently their educational outcomes (cited in Webb et al, 2022).…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

“…Dada is alluding to the hidden curriculum, which encompassed learning about racism as well as learning through relationships, the learning environment, social norms, values, beliefs, practices, and routines (Webb et al, 2022). Miller (2016 found that the hidden curriculum impacts students' feelings of belonging, their self-image and consequently their educational outcomes (cited in Webb et al, 2022). The Black faculty mentor, another woman, was critical in unpacking the racial capital of whiteness with Dada, as well as affirming her identity and navigating the institutional structures (Margolis & Romero, 2002;Webb, et al, 2022).…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

“…Miller (2016 found that the hidden curriculum impacts students' feelings of belonging, their self-image and consequently their educational outcomes (cited in Webb et al, 2022). The Black faculty mentor, another woman, was critical in unpacking the racial capital of whiteness with Dada, as well as affirming her identity and navigating the institutional structures (Margolis & Romero, 2002;Webb, et al, 2022). Unfortunately, Amir and Dada's institutionally assigned supervisors and advisors seemed to assume that students entered their programs with the cultural capital to navigate the hidden curriculum and therefore did little to help them decode what was left unsaid.…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

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Black Graduate Students' Mentorship Experiences at a University in Western Canada

Opini¹,

Henry²

2023

JCIE

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This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper analyzes these experiences as narrated by the participants through semi-structured qualitative research interviews. Findings point to the pervasiveness of systemic racism in a culture of whiteness, along with the lack of mentorship and its impacts on the Black graduate experience. The discussion concludes with recommendations for policy and practice.

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Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

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Black Graduate Students' Mentorship Experiences at a University in Western Canada

Opini¹,

Henry²

2023

JCIE

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“…In terms of competence, Webb et al (2022) examined the experience of the hidden curriculum; that is, the elements of learning that are generally unwritten, such as social norms and routines. BAME students report challenges with navigating complex enrolment processes (Webb et al, 2022). They reported having limited awareness of the value of good writing through use of grammar and other tools (Cousin & Cureton, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

The experience of BAME students on a psychology undergraduate dissertation module

Xuereb

2023

IJEDE

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In higher education in the United Kingdom (UK), students from ethnic minorities get lower grades than White students. This study focused on the experiences of Black, Asian, and Minority Ethnic (BAME) students completing an undergraduate psychology dissertation module. Self-determination theory (Ryan & Deci, 2000) and intersectionality (Crenshaw, 1989) underpinned this study. A reflexive thematic analysis (Braun & Clark, 2006) methodology was used. Eleven BAME students engaged in individual interviews about their lived experience when completing an undergraduate psychology dissertation module. Participants spoke about the following five themes: module content, tutor, project, other students, and ethnicity. Participants who wanted to research ethnicity-focused topics had tutors with insufficient understanding of the topic. When interacting with tutors and peers, participants stopped to consider whether their ethnicity would negatively impact how they were perceived. They reported challenges in understanding the material and engaging in academic discussions, and they spoke about inconsistency amongst tutors. Students discussed how locating the relevant information took up time, which was particularly worrying for students with work or family commitments. These findings indicate that universities should diversify their staff and student pool and ensure students have access to supportive and effective tutors. Students should be sufficiently prepared for the dissertation module, and assessment and marking guidance should be communicated clearly to both tutors and students. Furthermore, module materials should capture achievements of minority populations. Keywords: BAME students; awarding gap; undergraduate dissertation L'expériences des étudiants NAME qui terminent un module de dissertation de premier cycle en psychologie Sharon Xuereb Résumé : Dans l'enseignement supérieur au Royaume-Uni, les étudiants issus de minorités ethniques obtiennent des notes inférieures à celles des étudiants blancs. Cette étude se concentre sur les expériences des étudiants noirs, asiatiques et issus de minorités ethniques (NAME) qui suivent un module de mémoire de psychologie de premier cycle. La théorie de l'autodétermination (Ryan & Deci, 2000) et l'intersectionnalité (Crenshaw, 1989) ont été les fondements de cette étude. Une méthodologie d'analyse thématique et réflexive (Braun & Clark, 2006) a été utilisée. Onze étudiants NAME ont participé à des entretiens individuels sur leur expérience vécue lors de la réalisation d'un module de dissertation en psychologie. Les participants ont abordé les cinq thèmes suivants : le contenu du module, le tuteur, le projet, les autres étudiants et l'ethnicité. Les participants qui voulaient faire des recherches sur des sujets axés sur l'ethnicité ont eu des tuteurs qui ne comprenaient pas suffisamment le sujet. Lors des interactions avec les tuteurs et les pairs, les participants se sont arrêtés pour se demander si leur appartenance ethnique pouvait avoir un impact négatif sur la façon dont ils étaient perçus. Ils ont fait état de difficultés à comprendre la matière et à s'engager dans des discussions académiques, et ils ont parlé de l'incohérence des tuteurs. Les étudiants ont expliqué que la recherche des informations pertinentes leur prenait du temps, ce qui était particulièrement préoccupant pour les étudiants ayant des obligations professionnelles ou familiales. Ces résultats indiquent que les universités devraient diversifier leur personnel et leur vivier d'étudiants et veiller à ce que les étudiants aient accès à des tuteurs efficaces et compréhensifs. Les étudiants devraient être suffisamment préparés pour le module de mémoire, et les conseils en matière d'évaluation et de notation devraient être communiqués clairement aux tuteurs et aux étudiants. En outre, les supports des modules devraient faire état des accomplissements des populations minoritaires. Mots-clés : Étudiants NAME ; differences de valorisation ; mémoire de premier cycle

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“…Instead, appreciable messages about professionalism, rightness and wrongs, and the identities of clinicians are embedded in the very structure of medical work and the unique learning environment (Hafferty, 1998). More recent research (Mountford-Zimdars et al, 2015;Webb et al, 2021) highlights that the informal and hidden curriculum has an impact on students' sense of belonging, their self-image, and their interactions with teaching staff and peers, which play an important role in student academic performance.…”

Section: Cultural Competence Developmentmentioning

confidence: 99%

An ethnographic investigation of medical students’ cultural competence development in clinical placements

Liu

2022

Adv in Health Sci Educ

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As a result of an increased understanding of culture’s impact on health and healthcare, cultural competence and diversity curricula have been incorporated into many medical programs. However, little is known about how students develop their cultural competence during their training. This ethnographic case study combined participant observation with interviews and focus group to understand students’ views and experiences in developing their cultural competence during clinical placements. The results show that students’ development of cultural competence is an individually varied process via four distinctive yet interrelated learning avenues. Immersion in a diverse healthcare environment contributes to students’ development of cultural awareness and knowledge. Observation of culturally appropriate or inappropriate practices allows students to enhance their practical skills and critical reflection. Interaction with other clinical professionals, patients, and their family members, enables students’ engagement within the busy clinical practice. Reflection helps students to actively think about culture’s impact on health and internalize the importance of cultural competence. Students’ learning via each avenue is interrelated and constantly interacting with their learning environment, which collectively contributes to their development. Integrating the results allowed the authors to generate a theoretical model that conceptualizes medical students’ cultural competence development in clinical placements, which unearths students’ cultural learning within the informal and hidden curriculum. This study provides a rare view of students’ development of cultural competence in clinical placements, which may inform the pedagogic development of cultural competence and diversity education in medicine and healthcare.

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An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university

Cited by 7 publications

References 50 publications

Black Graduate Students' Mentorship Experiences at a University in Western Canada

Black Graduate Students' Mentorship Experiences at a University in Western Canada

The experience of BAME students on a psychology undergraduate dissertation module

An ethnographic investigation of medical students’ cultural competence development in clinical placements

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