scholarly journals Surviving and thriving at a UK university through a minority lens.

2021 ◽  
Vol 29 (1) ◽  
pp. 35-51
Author(s):  
Gina Oswald ◽  
◽  
Roxanne DuVivier ◽  
Samantha Wood ◽  
Tiffany Freeman ◽  
...  
Keyword(s):  
Research University ◽  
Minority Groups ◽  
Practice Change ◽  
Retention Rates ◽  
The United Kingdom ◽  
Recommendations For Practice ◽  
Ethnic Students ◽  
Marginalised Students ◽  
Minority Ethnic ◽  
Large Research

Higher education institutions around the globe are focussedon creating inclusive environments for all students. Initiatives are being crafted to assist marginalised students to obtain better outcomes in key metrics such as enrolment rates, retention rates, graduation rates, and resultant employability statistics. This article presents findings from a quantitative study conducted at a large research university in the United Kingdom that examined factors that impacted the persistence and engagement levels ofBlack and Minority Ethnic students. The study examined such factors as resilience, challenges, persistence, decision-making, student support, communications and feelings of belonging.Significant differences were found among Black, Asian, White and Other minority groups on multiple factors contributing to persistence and engagement. Recommendations for practice change in university operations, specifically Student Affairs and Academic Affairs, are offered.

scholarly journals Alternative strategies for closing the award gap between white and minority ethnic students

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Louise Cramer
Keyword(s):  
Undergraduate Students ◽  
Ethnic Diversity ◽  
Cell Biology ◽  
Academic Research ◽  
The United Kingdom ◽  
University College London ◽  
Speed Up ◽  
The Uk ◽  
Ethnic Students ◽  
Minority Ethnic

In the United Kingdom, undergraduate students from Black, Asian and other minority ethnic backgrounds receive lower classes of degrees than white students, and similar gaps have been reported in other countries. Such award gaps limit ethnic diversity in academic research, and in the broader job market. Whilst there has been some success in reducing the award gap in the UK, a significant gap still persists. Here, based on an analysis of students studying cell biology at University College London, I show that differences in performance at exams contribute significantly more to the award gap than differences in performance in coursework. From these data, plus scrutiny of the literature, alternative policies are identified to speed up the closure of the award gap and to remove the barriers that prevent students from Black, Asian and other minority ethnic backgrounds from progressing to PhD and postdoctoral positions.

scholarly journals Supporting black and minority ethnic students in practice learning

2012 ◽  
Vol 10 (3) ◽  
pp. 37-54
Author(s):  
Gill Calvin Thomas ◽  
Kate Howe ◽  
Steven Keen
Keyword(s):  
Social Work ◽  
Support Systems ◽  
Good Practice ◽  
Work Practice ◽  
Social Work Practice ◽  
Retention Rates ◽  
Practice Research ◽  
Ethnic Students ◽  
Mentoring Support ◽  
Minority Ethnic

The paper highlights the need of black and minority ethnic (BME) students in England to access support systems to help them overcome the challenges that they face as minority students when undertaking placement learning as part of their social work qualifying programme. It also considers the wider issue of developing supportive anti- oppressive practice with regard to all students undertaking the social work degree; i.e. ‘walking the talk’ of the values that underpin Social Work practice. Research shows that progression and retention rates for students from marginalised groups is lower than the sector averages and that specific support systems can improve the likelihood of course completion, as well as increasing student confidence.The paper evaluates a project undertaken to investigate and pilot how a mentoring support scheme and other good practice initiatives can increase the successful completion of practice learning for students from a BME background (and those with English as an additional language).

scholarly journals Ethnic Disparities in the Development of Sight-Threatening Diabetic Retinopathy in a UK Multi-Ethnic Population with Diabetes: An Observational Cohort Study

2021 ◽  
Vol 11 (8) ◽  
pp. 740
Author(s):  
Manjula D. Nugawela ◽  
Sarega Gurudas ◽  
Andrew Toby Prevost ◽  
Rohini Mathur ◽  
John Robson ◽  
...  
Keyword(s):  
Ethnic Groups ◽  
Ethnic Differences ◽  
Minority Groups ◽  
Treatment Options ◽  
Ethnic Disparities ◽  
Ethnic Minority Groups ◽  
The United Kingdom ◽  
Increased Risk ◽  
Observational Cohort ◽  
General Practices

There is little data on ethnic differences in incidence of DR and sight threatening DR (STDR) in the United Kingdom. We aimed to determine ethnic differences in the development of DR and STDR and to identify risk factors of DR and STDR in people with incident or prevalent type II diabetes (T2DM). We used electronic primary care medical records of people registered with 134 general practices in East London during the period from January 2007–January 2017. There were 58,216 people with T2DM eligible to be included in the study. Among people with newly diagnosed T2DM, Indian, Pakistani and African ethnic groups showed an increased risk of DR with Africans having highest risk of STDR compared to White ethnic groups (HR: 1.36 95% CI 1.02–1.83). Among those with prevalent T2DM, Indian, Pakistani, Bangladeshi and Caribbean ethnic groups showed increased risk of DR and STDR with Indian having the highest risk of any DR (HR: 1.24 95% CI 1.16–1.32) and STDR (HR: 1.38 95% CI 1.17–1.63) compared with Whites after adjusting for all covariates considered. It is important to optimise prevention, screening and treatment options in these ethnic minority groups to avoid health inequalities in diabetes eye care.

scholarly journals Electronic Journal Usage at Ohio State University

2001 ◽  
Vol 62 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Sally A. Rogers
Keyword(s):  
Graduate Students ◽  
Research University ◽  
Statistical Correlation ◽  
Ohio State University ◽  
Electronic Journal ◽  
State University ◽  
Frequent Users ◽  
Advantages And Disadvantages ◽  
Frequency Of Use ◽  
Large Research

E-journal, printed journal, and database usage data from campus polls conducted annually, 1998–2000, at one large research university show increased use of e-journals and decreased use of printed journals by faculty and graduate students as the number of available e-journals increased from two hundred to more than three thousand. Little or no statistical correlation between age and frequency of use was found. The majority of frequent users of all three types of resources were from departments in the sciences. Transcripts from the 1998 poll provided insights into attitudes toward replacing printed journals with e-journals. The advantages and disadvantages mentioned were consistent with previous studies.

Experiencing Misgendered Pronouns: A Classroom Activity to Encourage Empathy

2017 ◽  
Vol 45 (3) ◽  
pp. 269-278 ◽  
Author(s):  
Jessica MacNamara ◽  
Sarah Glann ◽  
Paul Durlak
Keyword(s):  
Research University ◽  
Discussion Board ◽  
Social Boundaries ◽  
Class Discussion ◽  
Transgender People ◽  
Gender Nonconforming ◽  
The Social ◽  
And Gender ◽  
Large Research

How can teachers help students understand the importance of gender pronouns for transgender and gender-nonconforming people? This article presents a gender pronoun reversal activity that simulates the experience of being verbally misgendered. Students followed up on the activity by posting reflections on an online class discussion board. The activity promoted empathy among cisgender students for transgender people and reflexivity regarding the social boundaries of gender identity. Empathy and reflexivity were common responses among students enrolled in Sociology of Diversity and Sociology of Gender at a large research university in the northeast. We present the activity, including preparation and follow-up along with an analysis of student responses.

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

2012 ◽  
Vol 47 (4) ◽  
pp. 801-834 ◽  
Author(s):  
Ellen S. Amatea ◽  
Blaire Cholewa ◽  
Kacy A. Mixon
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Low Income ◽  
Research University ◽  
Role Expectations ◽  
Study Results ◽  
Minority Families ◽  
Teachers Attitudes ◽  
Ethnic Minority Families ◽  
Large Research

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

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