Abstract
ABSTRACT Historically White universities in Britain have a long history of misrecognizing the experiences of Black students and rendering their struggles and aspirations a matter of scrutiny. More recently an intense higher education policy focus has been placed on addressing outcome differentials between various ethnoracial groups. Little however is known about how minoritised groups of students experience and understand academic achievement. In our phenomenographic study Black students’ ways of experiencing academic achievement vary from broad expectations of gaining good grades to developing as a person and contributing to the society. Seen through a relational lens, the results can be utilized to identify the aspects of university life that warrant further attention to improve Black students’ experiences during their studies and achieve equitable outcomes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Human Behavior in the Social Environment
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
