The lived experiences of racial bias for Black, Asian and Minority Ethnic students in practice: A hermeneutic phenomenological study

Pryce-Miller, Maxine; Pennington, Charlotte Rebecca; Bliss, Eleanore; Airey, Alisha; Garvey, Annette

doi:10.1016/j.nepr.2022.103532

Cited by 10 publications

(23 citation statements)

References 18 publications

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“…1 32 Furthermore, open and honest conversations about racism are essential outside of URBT to ensure indefinite, positive change. 27 Individuals, institutions and organisations must take an antiracist approach, demonstrating that they are actively combatting systemic inequalities and structural injustice. 60 The NHS has outlined their commitment to addressing racial inequalities through the WRES report, 14 NHS People Plan, 15 and Race and Health Observatory.…”

Section: Discussionmentioning

confidence: 99%

“…Effectively tackling the degree awarding gap requires a shift away from relying on a deficit model to explain differences between racially minoritised students and their white peers to greater critical awareness of the structural and institutional factors that perpetuate racism 1 32. Furthermore, open and honest conversations about racism are essential outside of URBT to ensure indefinite, positive change 27. Individuals, institutions and organisations must take an antiracist approach, demonstrating that they are actively combatting systemic inequalities and structural injustice 60.…”

Section: Discussionmentioning

confidence: 99%

“…Importantly, these disparities are suggested to be caused by the higher education environment itself, with racially minoritised students reporting problems relating to the academic environment, curriculum, assessment practice and academic support 20–22. They also report experiences of microaggressions—defined as subtle or offensive comments, action or inaction directed at a minority group23 24—that adversely impacts their sense of belonging, confidence, mental health and progression at university 25–28…”

Section: Introductionmentioning

confidence: 99%

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A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students

et al. 2023

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ObjectiveThe degree awarding gap indicates that racially minoritised higher education students receive lower degree classifications relative to their white peers. While the reasons for this are complex, research suggests that educator and practitioner attitudes and behaviour towards racially minoritised students are a significant contributing factor. This preregistered study evaluates the effectiveness of unconscious racial bias training (URBT) to enhance National Health Service senior practitioner’s recognition of how racial inequalities negatively impact racially minoritised students.DesignA mixed-methods study with a pretest and post-test design was conducted in the higher education and healthcare practice environment.MethodsForty-nine NHS senior practitioners completed a 4-hour URBT workshop with activities focusing on activating stereotypes, exploring differences between unconscious and implicit bias, discussing the development of bias, and reflecting on student experiences of prejudice, harassment and discrimination. They completed pre- and post- quantitative measures that assessed the effectiveness of URBT and changes in racial competency, awareness and perceptions of unconscious racial bias. Qualitative measures explored the usefulness and perceived applications of URBT, and a 1-month follow-up assessed further how it had been applied within practice.ResultsParticipants reported positive evaluations of URBT, higher perceived racial competency, awareness and perceptions of racial bias (ps<0.001, dz>0.35). After 1 month, key themes from qualitative responses suggested that participants had increased self-awareness and were exploring how to set up mentoring and working groups, change recruitment and progression processes, and diversify the taught curriculum.ConclusionsURBT may be one effective strategy to enhance awareness and encourage reflections of racial bias. We discuss how reducing racial inequalities requires a multifaceted approach that affords upfront conversations about systemic racism, implements effective initiatives, policies and procedures, and engages in continuous evaluation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students

et al. 2023

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“…Healthcare education is essential for ensuring patient safety and delivering high-quality care 1. Regrettably, racism can be pervasive in this sector 2. Racial bias can manifest, for instance, in the under-representation of racial and ethnic minorities in student demographics, faculty and course curricula.…”

Section: Contextmentioning

confidence: 99%

Universities and industry stakeholders must collaborate to address racism faced by healthcare students

Sorice

Ireland

2023

Evid Based Nurs

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“…[20][21][22] They also report experiences of microaggressions-defined as subtle or offensive comments, action or inaction directed at a minority group 23 24 -that adversely impacts their sense of belonging, confidence, mental health and progression at university. [25][26][27][28] Students studying for a healthcare degree (eg, nursing, midwifery) in the UK undertake clinical practice placements alongside their studies. However, these placements have been found to be racially hostile environments that present a daunting prospect for racially minoritised students.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

A Mixed Methods Evaluation of Unconscious Racial Bias Training for NHS Senior Practitioners to Improve the Experiences of Racially Minoritised Students

Pennington¹,

Bliss²,

Airey³

et al. 2022

Preprint

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Objective: The degree awarding gap indicates that racially minoritised higher education students receive lower degree classifications relative to their White peers. Whilst the reasons for this are complex, research suggests that educator and practitioner attitudes and behaviour towards racially minoritised students are a contributing factor. This preregistered study evaluates the effectiveness of unconscious racial bias training (URBT) to enhance NHS Senior Practitioners recognition of how racial inequalities negatively affect racially minoritised students in higher education and healthcare practice. Methods: Forty-nine Senior participants completed a 4-hour URBT workshop with activities focusing on activating stereotypes, exploring differences between unconscious and implicit bias, discussing the development of bias, and reflecting on student experiences of prejudice, harassment, and discrimination. They completed pre- and post-measures that assessed the effectiveness of the training, racial competency, and awareness and perceptions of unconscious racial bias. One month later, participants reported how URBT had influenced their practice. Results: Participants reported positive evaluations of URBT, higher racial competency, and awareness and perceptions of racial bias after the training (p < .001, dz > .35). After one-month, key themes from qualitative responses suggest that participants had increased self-awareness and were exploring how to set up mentoring and working groups, change recruitment and progression processes, and diversify the taught curriculum. Conclusions: URBT may be one effective strategy to enhance awareness and encourage reflection of racial bias. We discuss how reducing racial inequalities requires a multi-faceted approach that affords upfront conversations about systematic racism and continuous evaluation.

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The lived experiences of racial bias for Black, Asian and Minority Ethnic students in practice: A hermeneutic phenomenological study

Cited by 10 publications

References 18 publications

A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students

A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students

Universities and industry stakeholders must collaborate to address racism faced by healthcare students

A Mixed Methods Evaluation of Unconscious Racial Bias Training for NHS Senior Practitioners to Improve the Experiences of Racially Minoritised Students

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