Framing the experiences of BME social work students within a narrative of Educating for a Culturally Diverse Workforce

Abstract

The Scottish Social Services Council (SSSC) has noted that a higher percentage of black and minority ethnic (BME) students fail or take longer to complete their social work degrees, compared with the white majority student population. In response to this and related evidence, a national study was carried out in 2013 to explore this phenomenon and ways to support BME students in social work education in Scotland. BME students from five Scottish universities were interviewed, along with lecturers from six Scottish Universities, and practice educators from around Scotland. The background to the study is discussed and a review of the literature on race, whiteness, diversity and a strengths-based perspective is provided. The methodology of the study is explained, followed by a presentation of some of the key findings covering the themes of cultural difference, discrimination and valuing student strengths. To prepare social work students to practice in a culturally diverse and culturally aware workforce the paper argues for framing of social work education within a strengths-based perspective, of valuing diversity and other knowledges and for this approach to be embedded within a critique of both race and whiteness.

Relational Learning and Teaching with BME Students in Social Work Education

“…The gap reflects the inter-sectionality of factors of disadvantage including social and financial inequalities of poverty, disadvantaged educational backgrounds, social isolation, and caring responsibilities or paid work commitments (Fairtlough et al, 2014). As with other BME students, social work students face additional challenges including barriers caused by cultural differences (Hillen and Levy, 2015; NUS/UUK, 2019). Where they have previously been educated in a different country, they may face additional barriers including literacy, especially for overseas students where English is a second language since this also impacts on progression and attainment (Rai, 2004;Dillon, 2011).…”

“…Reflecting the wider research which reveals the unchanged whiteness of curricula within the HE sector in the UK (Hillen and Levy, 2015; NUS/UUK, 2019) social work students perceive its Eurocentricism, and the related implications that European social work interventions are superior to others, as undermining students' personal and cultural experiences. This establishes non-inclusive learning environments that result in a lack of 'participatory learning spaces for students from marginalised social groups' and frustration that their courses were mostly delivered by non-BME staff who were not representative of the student body (Bernard et al, 2013(Bernard et al, : 1946.…”

“…In learning experiences and outcomes of BME social work students, explanations for inequalities derive from the experiences they may share, in different degrees, with other BAME students: namely, of wider societal and institutional racism, oppression and discrimination (Hillen and Levy, 2015; NUS/UUK, 2019). Additionally, they share experiences at university and/or whilst on social work placement where the majority of staff or service users were white (Aymer and Bryan, 1996;Bartoli et al, 2008;Fairtlough et al, 2014).…”

How is ‘racism’ understood in literature about black and minority ethnic social work students in Britain? A conceptual review

“…The requirement for educators to adopt a reflexive approach is taken up by Hillen & Levy (2015). The starting point of their argument is the statistical finding that a higher percentage of BME students fail or take longer to complete programmes in Scotland.…”

Challenging the deficit discourse: Insight from university staff about first-generation students in South Africa and the United Kingdom

“…The reasons for the attainment gap in these groups have been discussed globally and require a deeper understanding of some of the structural barriers in higher education (Mountford-Zimdars, Sanders, Jones, Sabri & Moore, 2015). Some of these include institutional racism and discrimination (Cabinet Office, 2017;De Beer, Smith & Jansen, 2009;Hillen & Levy, 2015), a lack of role models, and cultural barriers such as individual and institutional beliefs, perceptions and values (Singh, 2009).…”