Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study

Quyoum, Aunam; Powell, Stephanie; Clark, Tom

doi:10.3390/educsci12120860

Cited by 2 publications

(1 citation statement)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More recently, Quyoum et al (2022) examined the attainment gap in a Russell Group university through a mixed-methods case study. The study finds that racially minoritised students were less likely to achieve high grades than their White counterparts, and this gap persisted even after controlling for factors such as prior attainment and socioeconomic status.…”

Section: Personal Tutoring and The Awarding Gap: Uk Contextmentioning

confidence: 99%

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Gabi,

Braddock,

Brown

et al. 2024

British Educational Res J

View full text Add to dashboard Cite

The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

show abstract

Section: Personal Tutoring and The Awarding Gap: Uk Contextmentioning

confidence: 99%

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Gabi,

Braddock,

Brown

et al. 2024

British Educational Res J

View full text Add to dashboard Cite

show abstract

The experiences of home‐domiciled and international ethnic minority students on a pre‐registration speech and language therapy training programme: A qualitative study

Rees,

Smith,

Loke

et al. 2024

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

BackgroundAttainment inequalities exist for ethnic minority students graduating from higher education institutes (HEIs) in the UK. Previous research has investigated the outcomes and experiences of students from ethnic minority backgrounds on health and social care programmes. However, studies exploring ethnic minority speech and language therapy (SLT) students’ experiences have only focused on international students and were conducted in Australia. No known studies exploring the experiences of both home‐domiciled and international SLT students from ethnic minority backgrounds have been conducted in the UK.AimsTo explore the experiences of home‐domiciled and international ethnic minority students on a SLT training programme and to identify ways to improve these experiences.Methods & ProceduresAll SLT students attending a pre‐registration postgraduate course who identified as being from an ethnic minority background were invited to participate. Two focus groups, one for three international students and one for six home students, were conducted. Data were analysed using reflexive thematic analysis.Outcomes & ResultsThree themes were identified that illustrated students’ current experiences and how experiences could be improved: (1) feeling an outsider, explores students’ sense of belonging in SLT education; (2) finding ways to manage, describes the strategies used by students to cope with their experiences of marginalization, and how adopting these strategies impact on their well‐being; and (3) promoting inclusion, explains how the training programme could be modified to improve the experience of ethnic minority students.Conclusions & ImplicationsA better understanding of the experiences of ethnic minority SLT students can help others to support them more effectively. The findings suggest that making changes to SLT training programmes could improve ethnic minority students’ outcomes and experiences. These include: more training for staff and students, support groups for ethnic minority students, sharing lived experiences of students and experienced SLTs from ethnic minority backgrounds, and clearer ways of reporting racist incidents. International students would benefit from receiving more information on HEI support services and cultural practices in the UK.What this paper addsWhat is already known on this subject Previous studies have investigated the experiences of ethnic minority students on a range of HEI programmes, including those for students of physiotherapy and occupational therapy. The only studies investigating the experiences of ethnic minority SLT students are those exploring how international SLT students in Australia can be supported on professional placement.What this paper adds to the existing knowledge This study explores the experiences of home and international SLT students in the UK who identify as being from minority ethnic backgrounds. Findings suggest that these students feel like outsiders, affecting their sense of belonging. The need to find and implement strategies to manage their feelings of marginalization impacts on their well‐being.What are the potential or actual clinical implications of this work? The findings suggest measures to promote the inclusion of ethnic minority SLT students to improve their experiences and support their well‐being. These include more training for all staff and students and the creation of a ‘lived experiences library’ where students and experienced SLTs from ethnic minority backgrounds could share positive experiences as well as ways of dealing with challenges. Clearer ways of reporting racist incidents would be beneficial for all students. International students would benefit from receiving more information on HEI support services and cultural practices in the UK. It is important that ethnic minority SLT students are involved in developments that aim to improve their experiences.

show abstract

Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study

Cited by 2 publications

References 41 publications

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

The experiences of home‐domiciled and international ethnic minority students on a pre‐registration speech and language therapy training programme: A qualitative study

Contact Info

Product

Resources

About