Exploratory investigation of drivers of attainment in ethnic minority adult learners

Frumkin, Lara A.; Koutsoubou, Maria

doi:10.1080/0309877x.2011.644777

Cited by 17 publications

(16 citation statements)

References 2 publications

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“…There is only a small amount of literature on the attainment of ethnic minority students in further education. Frumkin and Koutsoubou (2013) presented data from the Learning and Skills Council indicating that achievement rates in UK further education were consistently poorer in ethnic minority students than in White students. This suggests that ethnic differences in academic performance are widespread across both further and higher education.…”

Section: Implications For Further Educationmentioning

confidence: 99%

The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

Richardson

2013

Journal of Further and Higher Education

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In UK higher education, ethnic differences in academic attainment are ubiquitous and have persisted for many years. They are only partly explained by ethnic differences in entry qualifications. They vary from one institution to another and from one subject area to another. This suggests that they result in part from teaching and assessment practices in different institutions and subjects. We do not really know whether ethnic differences in attainment are reflected in variations in the student experience. We do not know what factors are responsible for the ethnic differences in attainment that remain when differences in entry qualifications have been taken into account. Finally, we do not know what aspects of teaching and assessment practices are responsible for variations in the attainment gap.

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Section: Implications For Further Educationmentioning

confidence: 99%

The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

Richardson

2013

Journal of Further and Higher Education

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“…Such analyses offer a limited understanding of structural racism and do not assert strongly enough that ethnicity itself is not the cause of withdrawal or low attainment. Frumkin and Koutsoubou's (2013) study of mature BME learners in FE also tend towards a 'correlative' reading. They conclude ethnic minority learners in further education in England either under-achieve or are under-represented because they face various inhibitors connected to their ethnicity… being a member of a minority culture and/or religion may increase feelings of isolation in academic settings.…”

Section: Contemporary Coverage Of Race and Vetmentioning

confidence: 92%

“…A number of papers focused on the development of particular programmes aimed at BME learners (Webb, 2006;Wolf and Jenkins, 2014), whereas others tended towards policy analyses of the ways in which particular VET and lifelong learning policies risked reproducing raced, gendered and class disadvantages or 'barriers' (Hughes et al, 2006;Appleby and Bathmaker, 2006;Chadderton and Wischman, 2014). In addition, Quinn et al (2006) and Frumkin and Koutsoubou (2013) focused on student experiences and racialised identities in FE and VET.…”

Section: Contemporary Coverage Of Race and Vetmentioning

confidence: 99%

Race and vocational education and training in England

Avis

Orr

Warmington

2017

Journal of Vocational Education & Training

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Black and minority ethnic students (BME) are a significant constituency in VET and FE in England. Despite this recent research on race and VET has become a marginal concern. Insofar as current VET research addresses social justice, race appears to be a supplementary concern. Although there is a substantial literature addressing race and education, this focuses primarily on schools and higher education. This paper examines why there is a need to develop a research agenda that analyses participation, outcomes and experiences of BME VET students, particularly those on 'non-advanced' programmes (equivalent to European Qualification Framework Level 1-3) with uncertain labour market outcomes and who are arguably being 'warehoused' in low status courses. The paper reflects on the historically specific reasons for the dearth of research on race and VET, drawing on a scoping exercise of the literature to evidence this. We conclude by offering a provisional analysis that identifies recent shifts in participation among BME groups, locating this in its socioeconomic and historical context. Our analysis reaffirms that VET remains a significant educational site for BME groups, but it is a complex racialised site which makes the current neglect of race and VET in academic research deeply problematic. Whilst this paper focuses on race and vocational education and training (VET) in England it is important to acknowledge similarities with other European states that share comparable understandings of the economic role of VET. At the same time, it is necessary to recognise the historical specificity of race and education in England.

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“…Some studies have tried to explore this through various methods such as surveys, interviews and video analysis of specific interactions. Broadly these studies identify that Black, Asian and Minority Ethnic (BAME) individuals are more likely to feel more isolated or not academic enough (2,10). Findings also demonstrate BAME students are less likely to participate in extracurricular activities due to cultural or family reasons (11).…”

Section: Introductionmentioning

confidence: 97%

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

Hammond

Williams

Walker

et al. 2019

Preprint

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Background Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training.Methods Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour.Results 17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment.Conclusions While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.

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Exploratory investigation of drivers of attainment in ethnic minority adult learners

Abstract: There is evidence that ethnic minority learners in Further Education in England either underachieve or are underrepresented because they face various inhibitors connected to their ethnicity. Motivators may be in place, however, which increase

Cited by 17 publications

References 2 publications

The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

Race and vocational education and training in England

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

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