What moderates the attainment gap? The effects of social identity incompatibility and practical incompatibility on the performance of students who are or are not Black, Asian or Minority Ethnic

Frings, Daniel; Gleibs, Ilka H.; Ridley, Anne M.

doi:10.1007/s11218-019-09531-4

Cited by 16 publications

(14 citation statements)

References 43 publications

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“…Previous studies on minority students have consistently pointed to ethnic and racial differences in higher education enrollment and performance (62,63). These disparities were exacerbated by the current COVID-19 pandemic which exposed minority groups worldwide to increased levels of health, financial, social, and educational stressors (64)(65)(66).…”

Section: The Current Studymentioning

confidence: 99%

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Cohen

Slobodin

2022

Front. Psychiatry

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A growing body of literature suggests that students from underserved backgrounds are more vulnerable to the adverse economic, emotional, and academic effects of the current COVID-19 pandemic. While this vulnerability was attributed to multiple structural and socio-cultural barriers, little attention has been paid to the role of psychological resources in preserving wellbeing in times of crisis and change. Guided by the Self-Determination Theory (SDT), the current study examined the role of the authentic inner compass (AIC) and need-satisfaction in predicting the wellbeing of Bedouin students attending teachers' higher education institutes in the south of Israel during the COVID-19. Participants were 84 Bedouin teaching students (84.1% female) who completed online questionnaires addressing the sense of AIC, need-based experiences, psychological distress, and positive affect. Consistent with the propositions of the SDT, we found that a strong and clear sense of AIC, as well as high need satisfaction and low need frustration, were associated with lower distress and higher positive effect in Bedouin teaching students. We have also found that need satisfaction moderated the effect of the AIC on students' wellbeing so that AIC better predicted lower distress and higher positive effect when students' levels of need satisfaction were higher. Our findings lend further support to the importance of the AIC and need satisfaction to optimal functioning even in collectivist cultural contexts that do not prioritize values of autonomy. The current study provides insight into the interplay between AIC and need-based experience by describing the conditions under which AIC may be beneficial for wellbeing in times of crisis.

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Section: The Current Studymentioning

confidence: 99%

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Cohen

Slobodin

2022

Front. Psychiatry

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“…Ethnic and racial differences in higher education enrollment and performance have been extensively described in the literature ( Stevenson and Whelan, 2013 ; Schnell and Azzolini, 2015 ; Frings et al, 2020 ). Despite the increasing numbers of racial and ethnic minority students in the higher education system and their growing academic success ( Fletcher and Tienda, 2010 ; Hotchkins and Dancy, 2015 ), these students still have lower academic achievements and higher dropout rates than their non-minority peers ( Cao and Maloney, 2018 ; for review, see Woolf et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

et al. 2021

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Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

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“…Attainment in education is a broad concept, including performance on educational assessments, achieving a degree, degree outcomes and continuation into postgraduate study and employment [ 47 , 48 ].…”

Section: Resultsmentioning

confidence: 99%

“…The reasons for this are ostensibly statistical: where there are many groups with small numbers, analysis is not possible without re-categorization. While pragmatic, this approach has been criticized for failing to recognize the diversity and intersectionality of student identities and experiences within such broad groupings [ 47 , 50 , 56 , 57 ]. Moreover, decisions around assigning a “norm” and “minoritized” groups are not neutral, and likely reflect the positionality of the research team as well as the logistics of a dataset.…”

Section: Resultsmentioning

confidence: 99%

“…A variety of institutional and social factors have been suggested to underpin minoritization and differential attainment in higher education: structural inequalities related to power and race [ 44 , 45 ], discrimination and microaggressions [ 44 , 46 ], assessment practices [ 14 , 47 ], relationships and access to social capital (resources and opportunities) [ 48 , 49 ] and the nature of the learning environment [ 44 , 50 , 51 ]. Although we present our findings in 13 individual “Do, Don’t and Don’t Know” categories, it is important to note that, for students from minoritized backgrounds, these categories and the structural and systemic factors underpinning differential attainment intersect and overlap [ 52 ].…”

Section: Methodsmentioning

confidence: 99%

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The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools

et al. 2021

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Introduction Systematic and structural inequities in power and privilege create differential attainment whereby differences in average levels of performance are observed between students from different socio-demographic groups. This paper reviews the international evidence on differential attainment related to ethnicity/race in medical school, drawing together the key messages from research to date to provide guidance for educators to operationalize and enact change and identify areas for further research. Methods Authors first identified areas of conceptual importance within differential attainment (learning, assessment, and systems/institutional factors) which were then the focus of a targeted review of the literature on differential attainment related to ethnicity/race in medical education and, where available and relevant, literature from higher education more generally. Each author then conducted a review of the literature and proposed guidelines based on their experience and research literature. The guidelines were iteratively reviewed and refined between all authors until we reached consensus on the Do’s, Don’ts and Don’t Knows. Results We present 13 guidelines with a summary of the research evidence for each. Guidelines address assessment practices (assessment design, assessment formats, use of assessments and post-hoc analysis) and educational systems and cultures (student experience, learning environment, faculty diversity and diversity practices). Conclusions Differential attainment related to ethnicity/race is a complex, systemic problem reflective of unequal norms and practices within broader society and evident throughout assessment practices, the learning environment and student experiences at medical school. Currently, the strongest empirical evidence is around assessment processes themselves. There is emerging evidence of minoritized students facing discrimination and having different learning experiences in medical school, but more studies are needed. There is a pressing need for research on how to effectively redress systemic issues within our medical schools, particularly related to inequity in teaching and learning.

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What moderates the attainment gap? The effects of social identity incompatibility and practical incompatibility on the performance of students who are or are not Black, Asian or Minority Ethnic

Cited by 16 publications

References 43 publications

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools

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