Research watch: routes to marginalised students’ increased inclusion and empowerment

Purpose The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered. Design/methodology/approach The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts. Findings The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit. Originality/value These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.

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

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.

Realising the inclusive potential of online teaching and learning for marginalised students

Online teaching and learning can contribute to inclusive and accessible teaching and learning. By prioritising inclusion, accessibility and careful planning we will find the potential in online platforms and resources and our most marginalised students will benefit most.

Culturally Responsive Relationships Focused Pedagogies

This chapter examines the importance of culturally responsive relationships-focused pedagogical approaches in engaging Aboriginal students in their learning and the significance of this to improving their educational outcomes. Significantly, the themes and issues raised in this chapter reflect much of the international literature on Indigenous, minority and marginalised students. The following enablers are necessary when implementing culturally responsive relationships focused pedagogies: Engaging with Aboriginal families and community members; Harnessing Aboriginal students' backgrounds, lived experiences and interests as classroom resources; Implementing innovative place-based curriculum approaches, and Exploring holistic teacher professional learning opportunities. The combination of these factors creates quality learning environments as places of belonging and socio-cultural support underpinned by mobilising Aboriginal family and community social and cultural capital in the educational process. Once schools and teachers realise the potential of this approach, conditions are created to improve the academic, social and cultural outcomes of Aboriginal and Torres Strait Islander students.