The BME Student Experience At A Small Northern University: An Examination Of The Experiences Of Minority Ethnic Students Undertaking Undergraduate Study Within A Small Northern University

Abstract

This paper presents the findings of a research study exploring the experiences of black, minority, ethnic ('BME') students within a small English University (the 'university'). The recognised need for research in this area is particularly compelling in relation to the experience of ethnic minority undergraduates on a campus with a low proportion of BME staff and students such as the research site. It is anticipated that the findings of this research will add to the emerging body of national and international work in this area and assist in understanding the BME experience within the research institution and other UK higher education institutes (HEIs), and also universities and colleges in the wider European context. In particular, it will provide a firm evidential base for the development of institutional policy and strategy in this important area, with a particular focus on the learning experience and progression of BME students. In addition to various external calls for further research in this area, the necessity for institutional research into the BME student experience is reinforced by the basic statutory requirements in the UK imposed by the public sector equality duty and pursuant to the Equality Act 2010.

Variation in Black students’ conceptions of academic support

“…(EHRC, 2019). Taken together, these factors shed light on the dominant discourses surrounding Black students' experiences at university, which are often characterised by isolation and the absence of a sense of belonging (Davies & Garrett, 2012;Strayhorn, 2018). Students' sense of belonging-the extent to which they feel involved in their academic environments and connected to the people within those environments (Gillen-O'Neel, 2021)-can be a positive predictor of psychological and academic adjustment (Pittman & Richmond, 2007) as well as academic outcomes (Strayhorn, 2018).…”

The internal dialogue of a Black Dramatherapist: ‘Am I the only one who feels like this?’

“…Davies and Garret (2012) emphasise this concept of ethnic minority students at predominantly White universities straight away are aware of the racial differences, which lead to feelings of isolation and not belonging, a theme that Lawson (2013) also draws on. Relating this back to Dramatherapy training that is predominantly White, it’s not surprising that these feelings are being encountered by those from ethnic minority backgrounds.…”

“…This, for me, reiterates this idea that is topic seems to be one that is left to 'us' those from minority backgrounds, who are at the receiving end of it, to do something about it. Davies and Garret (2012) emphasise this concept of ethnic minority students at predominantly White universities straight away are aware of the racial differences, which lead to feelings of isolation and not belonging, a theme that Lawson (2013) 2003) also draws on this and suggests that Black students struggle with the perceptions of others, which can negatively affect their academic success. This statement, again, 'reflects this idea' of wanting to fit in, trying to feel good enough in the training, to blend in with the others on the course and not stand out, while wondering if they thought you was good enough to be there.…”

‘University is a non‐Muslim experience, you know? The experience is as good as it can be’: Satisfied settling in Muslim students’ experiences and implications for Muslim student voice

“…Many have written of inequalities that are (re)produced within HE for particular students. This includes (but is not limited to) Black, Asian and minority ethnic (BAME) students (Higher Education Funding Council, 2011;Davies & Garrett, 2013;Pilkington, 2013;Bhopal, 2018), students with caring responsibilities (Medved & Heisler, 2002;Marandet & Wainwright, 2010;Brooks, 2012), students from to understand 'how practices of the university work to exclude religious students from full participation on campus' (Stevenson, 2013, p. 40). This is even more necessary in a UK HE regulatory climate, where universities must show concrete action as to how they are ensuring an equality of outcome, particularly for under-represented student groups, via publication and monitoring against Access and Participation plans (Office for Students, 2018).…”