Black And Minority Ethnic Students Research Articles

Does group assessment impact BME attainment?

Assessment of student learning is fundamental in Higher Education (HE) reflecting academic standards and impacting on student satisfaction, position in league tables and graduate employment. Nonetheless, there is a BME (Black and Minority Ethnic) attainment gap, the difference in the proportion of BME and White students who attain a first class or 2.1 honours degree (even when controlled for prior attainment and entry profile), which is persistent across the HE sector. As assessment strategies play an essential role in determining degree attainment, we have reviewed the role of group assessment and whether this form of assessment specifically impacts on the BME attainment gap. Overall, this study provided evidence that assessed group work does not adversely impact BME students. In addition, the performance in BME/non-BME/mixed groups did not suggest any consistent difference, suggesting that the demographic composition of groups does not affect BME performance. Therefore, group work would appear to be an inclusive form of assessment that does not appear to lead or contribute to exacerbating the BME attainment gap.Keywords: Group assessment; attainment; Black and Minority Ethnic

Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning

Higher education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black and Minority Ethnic (BME) students. Adopting critical race theory, this article explores these issues in relation to field teaching in geography and related subjects. It reports on primary data collected from students about to attend their first residential field trip. The research shows that WB and BME students approach their first field trip with diverse geographical experiences. The findings indicate a need to reflect critically on our fieldwork routines in order to promote inclusivity in field learning.

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

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.

Enhancing the practice learning experiences of BME students: Strategies for practice education

Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainment on social work qualifying programmes, and practice placements are becoming notorious as sites of difficulty for many students from black and minority ethnic (BME) backgrounds. This paper focuses on a sub-group (black African students), an ethnic minority group with a unique set of characteristics which have been found to contribute to their specific experiences of practice education in the UK.This paper outlines some strategies which have been proposed by black African students as necessary and central to enhancing their practice learning experiences and outcomes on social work programmes. This article was developed from a paper presented to the International Conference on Practice Learning in Scotland (4-7 April 2014).

Confronting The Difference: Ethnicity And Patterns Of Achievement In Initial Teacher Education For The Further Education And Skills Sector

In Higher Education (HE), an ongoing and incompletely understood achievement gap in degree classification has been identified between white and Black and Minority Ethnic (BME) students. BME students have been found to achieve less well than their white counterparts, even when initial A Level grades are the same. This paper examines a related issue, which has received scant attention; ethnicity and differential achievement in Initial Teacher Education (ITE) for the Further Education (FE) and Skills Sector. At the University which provides the focus for this paper, BME students are well-represented overall, and specifically well-represented on ITE provision for the sector. The introduction of a teaching observation grading pilot during 2010-11 made possible a detailed analysis of an aspect of ITE trainee progression and achievement. This paper presents the findings of further analyses of grading for the overall University trainee cohort, where differential achievement by ethnicity has been revealed. Strategies designed to promote the achievement of all trainees will be discussed.

Black and minority ethnic student attainment: A survey of research and exploration of the importance of teacher and student expectations

The attainment of black and minority ethnic (BME) students in UK higher education has only recently achieved a strong research and policy profile, gaining the prominence that the subject has acquired in other sectors and regions (in particular the USA). This article reviews the key findings and messages from a wide range of publications to synthesise the key research evidence relating to the participation, retention and success of BME students that has emerged in the last fifteen years. It then explores possible explanations and justifications for the persistent attainment gap between white and non-white students in UK higher education. Finally, it focusses on aspects of student and teacher expectations, and suggests potential areas for research to expand understanding of the relationship between BME attainment and teacher and student expectations.

Tales from the playing field: black and minority ethnic students’ experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy.

Degrees of Success

AbstractBy the end of 2013, all programs leading to the registered nurse qualification in the United Kingdom will be at the bachelor's degree level. There is concern that all‐degree nursing education might threaten the diversity of the future nursing workforce in the United Kingdom.This article reports on a qualitative pilot study exploring the critical issues for access, recruitment, and retention of Black and minority ethnic (BME) students in U.K. nursing degree programs from the students' perspective. The study utilized action research, and this article reports on the first two stages of the action research cycle, problem identification and identification of actions. The data were collected through focus groups and interviews with BME students and then analyzed with iterative thematic analysis.The objective was to inform an action framework for U.K. universities devising access, recruitment, admission, and retention practice for BME students when U.K. nurse training becomes all degree.

‘You’ve got to be tough and I’m trying’: Black and minority ethnic student teachers’ experiences of initial teacher education

Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students. Amongst some positive experiences, they report concerns about social isolation, stereotypical attitudes amongst White peers and instances of overt racism, particularly in school placements. Whilst conscious of the distinctive contribution they are able to make to schools, the student teachers are aware of the dangers of marginalization where their contribution is solely defined by their ethnicity. This paper draws attention to the parallels between these experiences and those revealed in similar studies undertaken up to two decades ago. It explores possible factors behind the persistence of these experiences and questions the effectiveness of the 2000 Race Relations (Amendment) Act in promoting race equality. The findings are discussed in the light of literature exploring the concepts of structural racism and ‘racialized’ discourse.

Experience of sexual intercourse and reported risk behaviour among an ethnically diverse sample of young people

Certain Black and Minority Ethnic (BME) groups have been identified as bearing a disproportionate burden of sexual ill health in the UK. There still exists a significant gap in the evidence-base concerning the sexual behaviours of BME youth. We conducted a cross-sectional survey of 16 secondary schools in London, where the proportion of BME students exceeded two-thirds of the intake. The aim was to identify the factors associated with sexual intercourse and sexual risk behaviours. 2801 students aged 15 to 18 completed questionnaires. Compared with White British males, Black males were significantly more likely to report sexual intercourse (OR 3.04, 95% CI 1.92-4.81). Compared with White British females, Asian females were significantly less likely to report sexual intercourse (OR 0.43, 95% CI 0.27-0.69). Both sexes reporting school as their main source of information, as opposed to their family, had a lower likelihood of intercourse (males OR 0.33, 95% CI 0.21-0.53, females OR 0.39, 95% CI 0.25-0.62). Compared with White British males, contraceptive use at first ever intercourse was significantly less likely among Black males (OR 0.35, 95% CI 0.16-0.98) and males of Mixed ethnicity (OR 0.24, 95% CI 0.06-0.92). Among females, higher sexual health knowledge was associated with contraceptive use (OR 4.69, 95% CI 1.76-12.49). Males reporting higher sexual health knowledge were more likely to be 'sexually competent' at first ever intercourse (OR 2.28, 95% CI 1.10-4.69). Given the importance of sexual health knowledge, ensuring this is improved among all ethnic groups, especially the Black and Mixed male groups, is a key message to arise from this study. Delivering this information in a 'culturally competent' manner is an important goal.