‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

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Collaboration and co-production with Black, Asian and minority ethnic students: working in partnership with our students to inform and deliver access and participation practice

Widening Participation and Lifelong Learning ◽

10.5456/wpll.23.3.108 ◽

2021 ◽

Vol 23 (3) ◽

pp. 108-123

Author(s):

Heather Lloyd ◽

Reena Kaur

Keyword(s):

Undergraduate Students ◽

Advisory Panel ◽

Widening Participation ◽

Student Groups ◽

North West ◽

Biennial Conference ◽

University Access ◽

Access Programme ◽

Ethnic Students ◽

Minority Ethnic

In recent years, the topic of UK-domiciled undergraduate students from Black, Asian and minority ethnic (BAME) backgrounds not accessing, succeeding and progressing as well as their White peers in Higher Education (HE) has gained increased policy and media attention. Institutions are required to address gaps amongst student groups that are underrepresented within HE, including students from BAME backgrounds, through their Office for Students' (OfS) regulated Access and Participation Plan (APP). This paper offers specific examples of how Edge Hill University, a university in North West England, has begun to approach this work in the new regulatory environment. APPs now place an increased emphasis upon research informed practice, student engagement, consultation, and evaluation. This innovative practice article provides a detailed example of genuine collaboration and coproduction with students to develop and deliver APP work, and extends an earlier presentation delivered at the March 2021 Open University Access Participation and Success International Biennial Conference. In this article, the authors outline the development of a new Diversity Access Programme and a BAME Student Advisory Panel. The paper offers a reflective account of how APP leads, Widening Participation (WP) practitioners, evaluators and students can work together effectively in partnership to design and deliver WP initiatives.

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Journeys to Success: An Appreciative Inquiry into the Academic Attainment of Black and Minority Ethnic Students at a Post-1992 London University

Advancing Race and Ethnicity in Education ◽

10.1057/9781137274762_6 ◽

2014 ◽

pp. 82-92

Author(s):

Julie Hall ◽

Jo Peat ◽

Sandra Craig

Keyword(s):

Appreciative Inquiry ◽

Academic Attainment ◽

Ethnic Students ◽

Minority Ethnic

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‘Ethnic choosing’: minority ethnic students, social class and higher education choice

Education Policy and Social Class ◽

10.4324/9780203015179-22 ◽

2005 ◽

pp. 225-246

Keyword(s):

Higher Education ◽

Social Class ◽

Education Choice ◽

Ethnic Students ◽

Minority Ethnic

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Culturally responsive approaches to challenging behaviour of minority ethnic students

The Routledge International Companion to Emotional and Behavioural Difficulties ◽

10.4324/9780203117378.ch31 ◽

2015 ◽

Author(s):

Janice Wearmouth ◽

Mere Berryman ◽

Ted Glynn

Keyword(s):

Culturally Responsive ◽

Challenging Behaviour ◽

Ethnic Students ◽

Minority Ethnic

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Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis

The British Journal of Social Work ◽

10.1093/bjsw/bcz016 ◽

2019 ◽

Vol 49 (8) ◽

pp. 2168-2186 ◽

Cited By ~ 1

Author(s):

Sinthu Srikanthan

Keyword(s):

Social Work ◽

Social Work Students ◽

Field Education ◽

Institutional Practices ◽

Racial Categories ◽

Accredited Schools ◽

School Of Social Work ◽

Ethnic Students ◽

Social Work Field Education ◽

Minority Ethnic

Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.

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