Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study
Abstract
:1. Introduction
2. Context
3. Methodology
4. Results
4.1. Quantitative Results
4.2. Qualitative Results
4.2.1. Academic Expectations and Preparedness: Moving into, through and beyond Higher Education
‘…[subject] is a very tough course and I kind of just resumed the level of work that I would have been doing at A-level. I did okay in my A-levels but in my first year I didn’t do so well, but after that experience I sort of reflected and realised that I had to pick up my work ethic, so then it [academic progress] improved gradually…’(5th year student)
‘…in the first year everyone said it was really easy and it’s the same as A-Level. People were saying there’s not really a big jump, but when I did my first year it was completely different to what people said; so that was a big change from my expectation. And the second year was a big jump from the first year as well: there were more exams and assignments and it was much harder as well. You had to remember everything you learnt from the first year to be able to know the stuff in second year…’(3rd year student)
‘The course has been very theoretical and not very applied. So I’ve done [subject] as I want to learn about [topic], but you haven’t mentioned [topic] for like the past five months!… I think that sort of transferrable knowledge, showing how it is applied is very important because otherwise, you start to lose interest.’(2nd year student)
‘I think there were communication gaps in terms of expectation management to say ‘hey, you are in a different setting from where you were before and this isn’t the way we do things here…’’(Graduate from 2013)
4.2.2. Learning and Teaching: Navigating the Pedagogical Terrain
‘…I haven’t received any feedback on my course so far [6 months] so I’m not sure how I’m progressing…it’s actually been one of the few downfalls of [NRGU].’(1st year student)
‘It’s not that we’re being shy or something, even now we’re making a lot more of an effort, but it’s hard to get academics to really support you…the lack of support is very tough because, especially in first year, because through A-levels you have a teacher who is really trying to help you get into university and get the right grades…whereas in university there’s absolutely no connection between academics and the students; it’s very, very distant. Even if there’s a departmental event, academics are separate and there’s never an overlap—which I find really weird.’(5th year student)
‘…we had one lecturer this year, he was really good…the students gave him some feedback saying that we didn’t really see the benefit in a certain type of assignment so he completely changed the module and responded to the feedback immediately which was really good.’(5th year student)
‘…before I did that year out [in industry] I was quite shy, quite timid. Whereas, doing that year out you get a lot more confidence; so at the time in third year I probably would never have gone and approached another lecturer unless it was desperate times. Whereas, now I’d quite happily email and say, “Hi, I need help with this…”’(5th year student)
‘In first year I barely sort of passed, second year I just about got a 2:1, very closely, third year it’s getting better. So it’s been a gradual improvement but I would say that it’s largely been through self-reflection and my own appreciation’(5th year student)
4.2.3. Pastoral Engagement and Sense of Belonging
‘In first year there’s a stigma if you do work, if that makes sense? So if you do work they’re like, “Why are you doing work? It’s first year!” Then you don’t really appreciate tutorial sessions. And then the further through uni you go, you stick with that mind-set almost.’(3rd year student)
‘It’s ridiculous…I mean some students will say “coloured” and when you’re like, “you can’t say that,” they just make it into a joke and make out that the issue is with you and you’re being overly sensitive.’(1st year student)
‘…there’s definitely a divide there between what a tutor should do and what a tutor actually does do. And whether it’s because the tutor doesn’t know what they’re supposed to do? I don’t know…’(2nd year student)
4.2.4. Finance: Information, Employment, and Money-Related Stress
‘I know I’m missing out on some things but I just can’t afford to go on this trip…or can’t afford to buy this kit to play sports.’(1st year student)
‘My student finance isn’t sorted out properly because they [Student Finance England] need more evidence…I don’t have the evidence so it doesn’t cover my rent, so I have to work a lot…I’ve just given up now on getting it sorted…I’m contracted 16 h, but I do roughly maybe 25 to 30 h a week…and because they don’t have enough information, neither does the University so I end up missing out in two places.’(2nd year student)
‘…I just want to do well, just for myself really, because my parents are always like having money struggles and stuff so it’d be nice to get a good degree and get a job so it’s less pressure for them…’(2nd year student)
‘…the loan doesn’t really cover rent…I had quite a bit last year with the grant but due to some sort of change etc., now it doesn’t even cover rent.’(2nd year student)
‘Having that bursary…it’s just ensuring that I’ve got something steady….’(1st year student)
4.2.5. The Lived Experience of ‘Diversity’
‘I didn’t want to put down any more details than I needed to. You don’t need to know that information [ethnicity] so I wouldn’t give it because I don’t feel it’s important… I’ve not experienced any direct racism, but from what I’ve been told of what goes on…I’m just pre-empting that from happening, basically.’(1st year student)
‘…I do think it’s actually quite important for young kids to be able to see oh, there is someone like me, doing [subject] and therefore “I can do [subject]…”’(5th year student)
‘I don’t think it’s important to have ‘diverse’ role models, you just need people who know their stuff, that are competent, approachable and respectful…somebody with industry experience would be more of a role model to me…’(1st year student)
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Ethnicity | Prior Attainment | Prior Attainment Type | SEG (POLAR3) |
---|---|---|---|
White | AAA* and above | A-Level | Quintile 1 |
Black | AAA | BTEC | Quintile 2 |
Asian | AAB | Access | Quintile 3 |
Chinese | ABB | Combined A-Level and Other Qualifications | Quintile 4 |
Mixed | BBB | International Baccalaureate | Quintile 5 |
Other | BBC or Below | Other | |
Unknown/Undeclared | Other |
Year of Award | Ethnicity | ||||||
White | Black | Asian | Chinese | Mixed | Other | Unknown/ Undeclared | |
2011 | 80.8% | 61.2% | 66.3% | 64.7% | 78.9% | 72.7% | 77.3% |
2012 | 84.6% | 60.8% | 71.6% | 76% | 77.3% | 66.7% | 75% |
2013 | 86.6% | 62.9% | 74.8% | 62.5% | 81.6% | 100% | 93.9% |
2014 | 88.3% | 63.8% | 73.2% | 66.7% | 81.7% | 73.3% | 93.1% |
2015 | 88.7% | 68.4% | 66.3% | 75% | 84% | 78.6% | 81.3% |
Overall | 85.8% | 63.6% | 70.6% | 68.6% | 80.8% | 77.2% | 83.5% |
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Quyoum, A.; Powell, S.; Clark, T. Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study. Educ. Sci. 2022, 12, 860. https://doi.org/10.3390/educsci12120860
Quyoum A, Powell S, Clark T. Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study. Education Sciences. 2022; 12(12):860. https://doi.org/10.3390/educsci12120860
Chicago/Turabian StyleQuyoum, Aunam, Stephanie Powell, and Tom Clark. 2022. "Exploring the BME Attainment Gap in a Russell Group University: A Mixed Methods Case-Study" Education Sciences 12, no. 12: 860. https://doi.org/10.3390/educsci12120860