Inclusion and Diversity

Grace, Sue

doi:10.4324/9780203890387

Cited by 16 publications

(6 citation statements)

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“…This research reinforces that it is vital within the current HE landscape to adapt practice to meet the needs of the diverse student population [4,42,46,47]. This means evolving practice and thinking creatively to enable disadvantaged students the opportunity to thrive and succeed in their chosen area of study [41,43].…”

Section: Discussionmentioning

confidence: 55%

“…This means evolving practice and thinking creatively to enable disadvantaged students the opportunity to thrive and succeed in their chosen area of study [41,43]. Although there is considerable pressure on the HEI's to meet government targets for recruitment, retention and achievement, it is morally right to adapt practice so that it is fit for purpose, and offers inclusivity and equality of opportunity [4,25,[44][45][46]. By adapting practice, this has the potential to increase the quality of teaching and learning for the students, which in turn may impact on recruitment and retention of both staff and students, leading to overall success and satisfaction rates.…”

Section: Discussionmentioning

confidence: 99%

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An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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The purpose of this research was to examine the new concept of, ‘psychosocial and academic trust alienation theory’; the potential influence of self-concept, self-esteem and trust as barriers to student engagement. The study was conducted in a Higher Education University campus located within a 16-19 year old Further Education Institution.A constructivist epistemology, underpinned by symbolic interaction theory utilising a mixed methods approach formed the research design. The sample population were students enrolled at the participating institution and employed teaching staff. Quantitative surveys were completed by 39 students, supported by two qualitative staff focus groups and one qualitative student case study to examine an outlier result. Findings suggest 87% of the student participant sample aligned with the ‘psychosocial and academic trust alienation theory’. Barriers to student engagement were; specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. The contribution of this research to the field of Higher Education is three-fold; firstly, findings support the ‘psychosocial and academic trust alienation theory’, secondly it provides insights into the psychological barriers to engagement for the Widening Participation student demographic, thirdly it proposes practical strategies for supporting Widening Participation students in Higher Education. Recommendations for practice include i) counselling, coaching and mentoring support from teaching staff, ii) initiatives to reduce staff turnover and sickness, iii) social pedagogical teaching approaches, iv) teacher training, and, v) peer based learning opportunities to cultivate communities of practice. These strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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“…Around 42.7% of survey respondents stated that their medical curriculum was fairly or very inclusive; a large proportion of respondents stated it was somewhat diverse (41.5%) or not interculturally diverse at all (33.1%). By inclusive we mean, ‘ the process of developing, designing and delivering a programme of study to minimise the barriers that students, regardless of educational dispositional circumstantial or cultural background, may face in accessing and engaging with the curriculum ’ (adapted from Grace and Gravestock, 46 Thomas and May 47 and National Union of Students 48 ).…”

Section: The Medical School Environmentmentioning

confidence: 99%

Bridging the gap: Understanding the barriers and facilitators to performance for Black, Asian and Minority Ethnic medical students in the United Kingdom

Morrison,

Machado,

Blackburn

2023

Medical Education

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IntroductionDifferential attainment is a well‐known phenomenon in medical education. Despite a strong impetus for institutions and researchers to move away from a ‘student deficit model’ when exploring the attainment gap, little attention has been given to understanding the experiences of Black, Asian and Minority Ethnic (BAME) medical students. Informed by the social construction of learning theory, this is the first national study to explore how multiple dimensions of the medical school environment impact academic performance of BAME undergraduate medical students across the UK.MethodsUsing a sequential explanatory mixed‐methods approach, the authors conducted a survey and facilitated three focus groups across medical schools in the UK between 2020–2021. Participants self‐identified as being from BAME backgrounds. Quantitative analyses included descriptive statistics and bivariate analyses. Qualitative data were analysed using thematic analysis, subsequently identifying inductive themes.ResultsThree hundred sixty‐two respondents completed the Phase 1 survey, and 17 participants participated in the Phase 2 focus groups. Although both survey and focus group participants identified facilitators to learning such as supportive relationships, students reported facing numerous barriers that they felt impeded their learning and performance. These barriers included limited access to educational resources, and undiversified curricula and medical school populations. Students also described both experiencing and witnessing various forms of racism throughout their educational journeys.DiscussionStudents encountered various difficulties throughout their medical training that they felt impacted their learning and performance. This study offers novel insights into the experiences of BAME students and builds upon previous research. It also reveals the pervasive nature of racism within medical schools, highlighting the urgent need for institutional changes. Educators and institutions must go beyond merely recognising these barriers and facilitators; they must proactively innovate and adapt. In doing so, they pave the way for inclusive learning environments that truly foster a sense of belonging for BAME students.

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“…Emphasis on the death of the traditional lecture as a teaching resource (Open Education, 2009), and the growth and abundance of literature on differentiated and inclusive learning and assessment strategies (Biggs & Tang, 2007;Fry, Ketteridge, & Marshall, 1999;Grace & Gravestock, 2009) since The Dearing Report in 1997, delivered the initial impetus; and the implementation of governance processes that monitor such strategies, which are bound up in the language of differentiated learning and teaching, illustrates the fervour for the adoption of such principles. Notions of educational progressivism and instrumentalism (Dewey, 2011) have sought to make higher education more accessible and democratic (Armitage et al, 2001) and, in the case of the session outlines drawn upon for this paper, are specifically aimed at reducing student attrition rates by appealing to a wide variety of different learning styles (Honey & Mumford, 1982).…”

Section: J P a A Pmentioning

confidence: 99%

The Contrary Nature of ‘Differentiation’ in Higher Education

Wright¹

2014

JPAAP

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For some time, there has been an emphasis on the death of the traditional lecture as a teaching resource, and the growth and abundance of literature on differentiated and inclusive learning and assessment strategies since The Dearing Report in 1997. The implementation of governance processes that monitor such strategies, which are bound up in the language of differentiated learning and teaching, illustrates the fervour for the adoption of such principles. Notions of educational progressivism and instrumentalism (Dewey, 2011) have sought to make higher education more accessible and democratic (Armitage et al., 2001) and are specifically aimed at reducing student attrition rates by appealing to a wide variety of ‘different’ learning styles (Honey & Mumford, 1982). In consideration of matters on curriculum, assessments and quality assurance, this initial paper looks at how three selective higher education session outlines have elements of assessment and feedback strategies that match with current trends of inclusive democratic pedagogic theories and asks if this should be the case or whether differentiated curriculum and assessment strategies, and the regulation surrounding their momentum, is just as fundamentally divisive as traditional approaches. This paper presents work in progress and the initial phase of a larger piece of work that sets out to critically interrogate more broadly ‘differentiation’ as an institutional driver, but for the present is a provisional call for learners and teachers to make it their daily practice to question and act upon the social and cultural structures that dominate higher education and the academy and instead both expect and appreciate excellence without transcending the notion that different parallel knowledges of excellence exist.

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Inclusion and Diversity

Cited by 16 publications

References 0 publications

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Bridging the gap: Understanding the barriers and facilitators to performance for Black, Asian and Minority Ethnic medical students in the United Kingdom

The Contrary Nature of ‘Differentiation’ in Higher Education

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