Experiences of Black and Minority Ethnic (BME) international postgraduate students on a Social Work programme: Support strategies towards bridging attainment gap.

Cynthia Tuuli

doi:10.56433/csbfqp72

Authors

Cynthia Tuuli University of Derby

DOI:

https://doi.org/10.56433/csbfqp72

Keywords:

attainment, ethnic minority, inclusivity

Abstract

There is evidence of significant difference in students’ attainment within Higher Education Institutions (HEIs) between Black Minority Ethnic (BME) students and their white counterparts. Though some of the reasons for low attainment such personal issues are applicable to all students, BME students are faced with other barriers such cultural and societal challenges. This study aims to analyse the experiences of BME international postgraduate students on the Social Work programme and to identify effective support strategies towards bridging the attainment gap. This research uses interpretative phenomenological analysis to interpret the teaching and learning experiences of students. Ten BME international postgraduate students were invited to join two focus group discussions over two months. The focus group discussions were transcribed verbatim and coded using NVivo software version 14. The coding resulted in three main themes (a) academic experiences, (b) personal experiences, (c) support strategies and three sub-themes for each theme. These themes informed the development of the Three-Door Framework for enhancing BME academic student experience was developed to assess students’ academic background, current situation and plan next steps. The application of the Three-Door Framework can be applied to HEI policies/practices on how tutor group sessions are carried out in HEIs. The significance of this research is that, showing an interest in and taking a holistic approach in understanding BME students’ academic backgrounds and how this is influenced by the personal challenges creates a sense of belonging and ultimately improves students’ attainment. Future research should explore the experiences of academics and professionals who support BME students and develop strategies to compliment the Three-Door Framework.

References

Anka, Ann. 2024. “Using the Concept of Epistemic Injustice and Cultural Humility for Understanding Why and How Social Work Curricular Might Be Decolonized.” Social Work Education. doi: 10.1080/02615479.2023.2299245.

Arday, Jason. 2021. “Fighting the Tide: Understanding the Difficulties Facing Black, Asian and Minority Ethnic (BAME) Doctoral Students’ Pursuing a Career in Academia.” Educational Philosophy and Theory 53(10):972–79. doi: 10.1080/00131857.2020.1777640.

Bartoli, Angie. 2011. “Assessment and International Students – Black African Social Work Students.” Enhancing the Learner Experience in Higher Education 3(1):45–58. doi: 10.14234/elehe.v3i1.29.

Bernard, Claudia, Anna Fairtlough, Joan Fletcher, and Akile Ahmet. 2014. “A Qualitative Study of Marginalised Social Work Students’ Views of Social Work Education and Learning.” British Journal of Social Work 44(7):1934–49. doi: 10.1093/bjsw/bct055.

Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3(2):77–101. doi: 10.1191/1478088706qp063oa.

Braun, Virginia, Victoria Clarke, and Nikki Hayfield. 2022. “‘A Starting Point for Your Journey, Not a Map’: Nikki Hayfield in Conversation with Virginia Braun and Victoria Clarke about Thematic Analysis.” Qualitative Research in Psychology 19(2):424–45. doi: 10.1080/14780887.2019.1670765.

Broecke, Stijn, and Tom Nicholls. 2007. Ethnicity and Degree Attainment RESEARCH Ethnicity and Degree Attainment. Great Britain. Department for Education and Skills.

Brophy, Sean. 2024. “Ethnic Minority Underachievement in UK Higher Education: An Analysis of Nationally Representative Data Provides Little Support for the Intersectionality Thesis.” Studies in Higher Education. doi: 10.1080/03075079.2024.2358388.

Bunce, Louise, and Naomi King. 2019. “Experiences of Autonomy Support in Learning and Teaching among Black and Minority Ethnic Students at University.” The Psychology of Education Review 43(2). doi: 10.53841/bpsper.2019.43.2.2.

Bunce, Louise, Naomi King, Sinitta Saran, and Nabeela Talib. 2021. “Experiences of Black and Minority Ethnic (BME) Students in Higher Education: Applying Self-Determination Theory to Understand the BME Attainment Gap.” Studies in Higher Education 46(3):534–47. doi: 10.1080/03075079.2019.1643305.

Campbell Anne. 2015. “EDUCATION FOCUS Rationale for the Scheme.” British Journal of Nursing 24(20):992–96.

Charlton, James,. 1998. Nothing About Us Without Us: Disability Oppression and Empowerment. 1st ed. University of California Press.

Dhanda, Meena. 2009. Understanding Disparities in Student Attainment: Black and Minority Ethnic Students’ Experience Final Report.

Dillon, Jean, and Diana J. Pritchard. 2022. “Relational Learning and Teaching with BME Students in Social Work Education.” Social Policy and Society 21(1):93–105. doi: 10.1017/S1474746421000671.

Duddington, Anne, David Gowar, and Kay Wall. 2023. “‘Nothing about Us without Us’: The Voices of People with Lived Experience in Practice Education and Post-Qualifying Social Work.” British Journal of Social Work 53(3):1766–74. doi: 10.1093/bjsw/bcad086.

Furness, Sheila. 2012. “Gender at Work: Characteristics of ‘failing’ Social Work Students.” British Journal of Social Work 42(3):480–99. doi: 10.1093/bjsw/bcr079.

Gillborn, David. 2015. “Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education.” Qualitative Inquiry 21(3):277–87. doi: 10.1177/1077800414557827.

Grieve, Averil, Binh Ta, and Bella Ross. 2023. “Placement Educators’ Perspectives of International Social Work Students’ Sociopragmatic Communication Skills.” Advances in Health Sciences Education 28(2):347–68. doi: 10.1007/s10459-022-10155-1.

Hillen, Peter, and Susan Levy. 2015. “Framing the Experiences of BME Social Work Students within a Narrative of Educating for a Culturally Diverse Workforce.” Social Work Education 34(7):785–98. doi: 10.1080/02615479.2015.1077215.

His Majesty’s Government. 2021. “Ethnicity Facts and Figures.” Retrieved August 6, 2024 (https://www.ethnicity-facts-figures.service.gov.uk/style-guide/writing-about-ethnicity/).

Jessop, Tansy, and Anne Williams. 2009. “Equivocal Tales about Identity, Racism and the Curriculum.” Teaching in Higher Education 14(1):95–106. doi: 10.1080/13562510802602681.

Lee, Mo Yee, Xiafei Wang, Jaclyn Kirsch, and Ray Eads. 2023. “Mentoring International Students in Social Work Doctoral Programmes.” Journal of Social Work Education 59(3):681–98. doi: 10.1080/10437797.2022.2119355.

Loos, Melissa, and Sarang Kim. 2017. “Creating Connections between New Graduates and Social Work Students on Placement.” Advances in Social Work and Welfare Education 19(2):171–75.

Mahmud, Arif, and Jessica Gagnon. 2023. “Racial Disparities in Student Outcomes in British Higher Education: Examining Mindsets and Bias.” Teaching in Higher Education 28(2):254–69. doi: 10.1080/13562517.2020.1796619.

Masocha, Shepard. 2015. “Reframing Black Social Work Students’ Experiences of Teaching and Learning.” Social Work Education 34(6):636–49. doi: 10.1080/02615479.2015.1046429.

McDuff, Nona, John Tatam, Owen Beacock, and Fiona Ross. 2018. “Closing the Attainment Gap for Students from Black and Minority Ethnic Backgrounds through Institutional Change.” Widening Participation and Lifelong Learning 20(1):79–101. doi: 10.5456/wpll.20.1.79.

Morrison, Jo, Beatrice Merrick, Samantha Higgs, and Joanna Le Métais. 2005. “Researching the Performance of International Students in the UK.” Studies in Higher Education 30(3):327–37. doi: 10.1080/03075070500095762.

Mountford-Zimdars, Anna, Duna Sabri, Joanne Moore, John Sanders, Steven Jones, and Louise Higham. 2015. Causes of Differences in Student Outcomes.

OFS. 2023. “Supporting International Students.” Retrieved October 17, 2024 (https://www.officeforstudents.org.uk/for-providers/equality-of-opportunity/effective-practice/supporting-international-students/).

Rai, Lucy. 2004. “Exploring Literacy in Social Work Education: A Social Practices Approach to Student Writing.” Social Work Education 23(2):149–62. doi: 10.1080/0261547042000209170.

Rana, Karan S., Amreen Bashir, Fatehma Begum, and Hannah Bartlett. 2022. “Bridging the BAME Attainment Gap: Student and Staff Perspectives on Tackling Academic Bias.” Frontiers in Education 7. doi: 10.3389/feduc.2022.868349.

Ross, Bella, Binh Ta, and Louise Oliaro. 2020. “Institutional Responsibilities: Providing Placement for International Students.” Social Work Education 39(5):665–80. doi: 10.1080/02615479.2019.1703931.

Sangha, Jas. 2022. “What Are the Experiences of Black, Asian and Minority Ethnic Students in Relation to Their Progression on an Undergraduate Social Work Course in One University in England?” Social Work Education 41(8):1748–67. doi: 10.1080/02615479.2021.1960305.

Seery, Christina, Andrea Andres, Niamh Moore-Cherry, and Sara O’Sullivan. 2021. “Students as Partners in Peer Mentoring: Expectations, Experiences and Emotions.” Innovative Higher Education 46(6):663–81. doi: 10.1007/s10755-021-09556-8.

Seuwou, Patrice, Nathan Dodzo, Yaz Iyabo Osho, Weluche Ajaefobi, and Terfot A. Ngwana. 2024. “Exploring the Factors That Impact Ethnic Minority Students’ Attainment at a British University.” Journal of Educational Research and Review 6(1):1–14.

Smith, Jonathan A. 2004. “Reflecting on the Development of Interpretative Phenomenological Analysis and Its Contribution to Qualitative Research in Psychology.” Qualitative Research in Psychology 1(1):39–54. doi: 10.1191/1478088704qp004oa.

Smith, Jonathan A. 2007. “Hermeneutics, Human Sciences and Health: Linking Theory and Practice.” International Journal of Qualitative Studies on Health and Well-Being 2(1):3–11. doi: 10.1080/17482620601016120.

Smith, Jonathan A., Paul Flowers, and Michael Larkin. 2021. Interpretative Phenomenological Analysis: Theory, Method and Research. 2nd ed. Sage Publications.

Smith, Susan. 2016. “Exploring the Black and Minority Ethnic (BME) Student Attainment Gap: What Did It Tell Us? Actions to Address Home BME Undergraduate Students’ Degree Attainment.” Journal of Perspectives in Applied Academic Practice 5(1):48–57. doi: 10.14297/jpaap.v5i1.239.

Social Work England. 2023. “Guidance on Practice Placements.” Retrieved November 21, 2024 (https://www.socialworkengland.org.uk/standards/practice-placements-guidance#placementcontent).

Stevenson, Jacqueline. 2012. Black and Minority Ethnic Student Degree Retention and Attainment.

Stokes, Lucy, Heather Rolfe, Nathan Hudson-Sharp, and Sarah Stevens. 2015. A Compendium of Evidence on Ethnic Minority Resilience to the Effects of Deprivation on Attainment Research Report.

Thomas, Gill Calvin, Kate Howe, and Steven Keen. 2011. “Supporting Black and Minority Ethnic Students in Practice Learning.” Journal of Practice Teaching and Learning 10(3):37–54. doi: 10.1921/146066911X623438.

Tomkins, Leah, and Virginia Eatough. 2010. “Reflecting on the Use of IPA with Focus Groups: Pitfalls and Potentials.” Qualitative Research in Psychology 7(3):244–62. doi: 10.1080/14780880903121491.

Universities UK. 2019. Black, Asian and Minority Ethnic Student Attainment at UK Universities.

Experiences of Black and Minority Ethnic (BME) international postgraduate students on a Social Work programme: Support strategies towards bridging attainment gap.

Authors

DOI:

Keywords:

Abstract

References

Downloads

Published

Issue

Section

License

Make a Submission

Information