‘Frictional’ relationships … tension in the camp: focusing on the relational in under-represented students’ experiences in higher education

Keane, Elaine

doi:10.1080/03323310802597358

Cited by 16 publications

(5 citation statements)

References 35 publications

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“…The steps, such as ensuring clearer communication within the school community about what is meant by racism, as well as the importance of recognising and addressing microaggressions when they occur, have also been identified in other studies (Ní Dhuinn and Keane, 2021;Adebayo and Heinz, 2022). Students' identification of the importance of teachers having more training on how to address racism in the classroom echoed other research indicating that teachers and school leaders need to ensure that they are educated on such issues as privilege and the impact of socio-demographic positionality on experiences and outcomes (Keane, 2009;Doyle and Keane, 2019). Ní Dhuinn and Keane (2021) also note that there is a need for educators to be trained in critical identity work regarding white privilege.…”

Section: Discussionmentioning

confidence: 98%

Starting a conversation about racism with teenagers: using the social work research Dialogue Approach

Wilson

Flanangan

Benson-Olatunde

et al. 2023

European Social Work Research

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Increased migration over the last two decades has resulted in greater diversity within Irish society. There is much debate around multiculturalism, diversity and integration, and how this is best achieved. As microcosms of society, schools have also experienced substantial growth in diversity. Over 90 per cent of second-level schools in Ireland record migrant students on their roll, with between 2 and 9 per cent of the school populations being migrant students. Moreover, research indicates that not only do teachers often struggle with increased diversity in the classroom but racism and inclusion are also not adequately addressed through the curriculum. Although Ireland sometimes prides itself on being a friendly and welcoming nation, racism is noted as a persistent issue. This article explores the topic of racism with teenagers in an Irish school, using the social work Dialogue Approach. This co-created study examines how students and teachers conceptualise racism and its impact. It is argued that exploring attitudes and encouraging dialogue among young people about the impact of racism and exclusion is fundamental to social work values.

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Section: Discussionmentioning

confidence: 98%

Starting a conversation about racism with teenagers: using the social work research Dialogue Approach

Wilson

Flanangan

Benson-Olatunde

et al. 2023

European Social Work Research

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“…The participation of these agencies is essential to fill in existing knowledge gaps among local students about socio-economic developments and opportunities in other countries. We believe that with increased knowledge of current progress achieved outside the host country, the likelihood of friction between international and local students (Keane 2009;Lee and Rice 2007;Sherry, Thomas, and Chui 2009) can be substantially reduced, leading to greater readiness for diversity and inclusion. On a broader scale, active interactions between host universities and international students, as well as their home agencies, can make up a part of the CIE course proposed by O'Sullivan (2008).…”

Section: Discussionmentioning

confidence: 99%

“…The former Head of Higher Education Authority, Tom Boland, warns against xenophobia in the Irish higher education environment (University Times 2017), suggesting the importance of developing strategies for an internationalisation approach that is culturally sensitive and inclusive. In T&L areas, Ireland's strategies to improve readiness for cultural diversity and inclusion may involve the revival of comparative and international education courses for teachers (O'Sullivan 2008), as well as the introduction of cross-cultural management as an explicit and integrated component in all higher education curricula for students (Keane 2009).…”

Section: Internationalisation Of Higher Education In Europementioning

confidence: 99%

Peer learning in international higher education: the experience of international students in an Irish university

Idris

Ion

Seery

2018

Irish Educational Studies

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Some of the main concerns in international higher education are the feeling of isolation among international students and their inability to adapt to the host environment, which may result in sub-optimal academic performance. Theoretically, peer learning can be an effective method to reduce these problems since it has the capacity to address isolation and adaptability issues among international students in a way that improves their learning experience and outcomes. Given the above, our study was designed to investigate this topic, focusing on the experience of international students. In this exploratory case study of a leading Irish university, we adopted a survey method via questionnaire to quantify and compare the experiences of a sample of international students at the said university. Five aspects of peer learning were explored, namely usage rate, current practices, outcomes, challenges, and coping strategies. We also included an open-ended section in the survey instrument for respondents to offer qualitative suggestions to the host institution. Through methodological triangulation of the quantitative and qualitative data, we discovered diverse practices, challenges, and outcomes of peer learning across different groups of international students in this university. The paper concludes with a discussion of research implications and suggestions for future studies.

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“…Kim (2004) found that Latino students' decision whether to attend their first-choice institution was significantly influenced by peer input or not. The literature also indicated that URM students may feel isolated attending a university where they had no peer group and may opt to attend near home to ensure access to friends at the school, and in the local community (Keane, 2009;Pearce, Down, & Moore, 2008;Reay, Crozier, & Clayton, 2010).…”

Section: Discussionmentioning

confidence: 99%

Pulse Check

Varner

Mey

Mentzel

et al. 2016

Journal of College Student Retention: Research, Theory & Pr

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In February 2015, the Urban Universities for HEALTH (Health Equity Alignment through Leadership and Transformation of the Health Workforce) learning collaborative site team at the University of Cincinnati held focus groups seeking to understand the contributing factors of underrepresented minority students' decision to study within the Academic Health Center colleges of Allied Health Sciences, Medicine, Nursing, and Pharmacy. Students identified university and program-level factors as contributing to their perception of a student-centered, quality educational experience. This ''pulse check'' project with the undergraduate and graduate health-care students affirmed the efficacy of many current recruitment practices and retention strategies. Participant feedback provided rich process improvement data for the Academic Health Center leadership, and the larger urban universities learning collaborative.

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‘Frictional’ relationships … tension in the camp: focusing on the relational in under-represented students’ experiences in higher education

Cited by 16 publications

References 35 publications

Starting a conversation about racism with teenagers: using the social work research Dialogue Approach

Starting a conversation about racism with teenagers: using the social work research Dialogue Approach

Peer learning in international higher education: the experience of international students in an Irish university

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