Use this URL to cite or link to this record in EThOS:
Title: The experience of Black ethnically minoritised students in higher education
Author: Howson, Carlton
ISNI:       0000 0004 5358 9867
Awarding Body: De Montfort University
Current Institution: De Montfort University
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Access from Institution:
"Is there a link between the Black Ethnically Minoritised (BEM) student experience in higher education in the UK and degree attainment, retention and progression?" Aims of this study: • to investigate the experiences of BEM students on the youth and community development (YCD) course at Riverside University(RU) • to provide a conduit that would enable BEM students to tell their stories • to analyse the BEM students' narratives and discuss implications for key stake-holders. Methodology: The overall aim of this study was to explore and gain insights into the experience of BEM students in higher education in the UK, using qualitative research methodology. It sought to provide descriptive and interpretive accounts from BEM students at De Montfort University, in Leicester. Student dialogue groups and facilitation were the primary methods used. The process was underpinned by a commitment to group processes as well as working towards a tangible outcome that could be presented to the three stake-holders: BEM students, BEM communities and the university. The research methodology was based on a process of attempting to research with, rather than into, or about. The overall concern in this study was with processes, rather than content or outcome. The research approach adopted to capture BEM students' experiences was a post-positivist (subjectivist) methodology. Critical Race Theory (CRT) and Participatory Action Research (PAR) were also used. Outcomes: Overall, the BEM students regarded their experience in HE as "a struggle that exposed vulnerabilities and presented opportunities for change." This study demonstrated the necessity to create space to facilitate the articulation of the BEM 'student voice'. Their experience in HE was mirrored by their experiences in wider society and underscored by 'discrimination'. The BEM students' experiences heightened their appreciation of 'positionality'. This is reflected in terms of how they were situated, or how they situated themselves, based on perception and experiences. Their encounters with 'discrimination' and 'positionality' in HE and the opportunity to dialogue and reflect led to an emerging 'consciousisation', where BEM students were 'more determined to succeed and to challenge for positive change'. BEM participants wanted HE institutions to be 'accountable' and to "acknowledge their role and responsibility in addressing the negative impact of policy and practice". BEM students 'desired safe spaces' and they were prepared to use various methods ('self-determination') to achieve their objectives. The BEM students identified strategies they believed would contribute to making a significant difference to their HE experiences, specifically 'learning contracts', 'Peer Support & Mentoring System (PSMS)' and 'radical curriculum'.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available