When I teach BME students I do not see a lack of ability or capability but still many do not complete their degree programme with a high classification that is 2:1 and above. Is this a failure on the part of academics to understand how BME students learn and adapt the way we teach to level the playing field?
This is an interesting point, when I look at this as part of my own studies around the attainment of specific demographics I find the links much more nuanced in its understandings, I find the wider contextual issues find their way into the culture of the institution and can change individuals drive to complete.
This is an interesting point, when I look at this as part of my own studies around the attainment of specific demographics I find the links much more nuanced in its understandings, I find the wider contextual issues find their way into the culture of the institution and can change individuals drive to complete.
· Self-identity…
· Value of education…
· What is going on in their life (Priorities’)?
· What is contextually relevant to their demographic?
· Geo-political, Socio-economic factors…
· Prior forms of education…
· Do they have the tools, skills, competencies to deal with challenge?
· The HEI environment…
· Personal, Parental, Social, Regional, National, International, and cultural perspectives/belief of education…
· Is there a positive community of practices and collective professional identity?
· Plus many more…….
I don’t think a change in teaching practice (unless found to be extremely poor or staff are outright rejecting BAME students) really is the answer, but rather the use of opportunity to see value in their subject matter and foster an innate desire to achieve. My own studies look the use of such things as undergraduate collaborative research projects to support students as a ‘High impact practice’ (Works by Khu) as a curriculum supplement supporting their transition.
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