The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

Richardson, John T. E.

doi:10.1080/0309877x.2013.858680

Cited by 92 publications

(87 citation statements)

References 24 publications

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“…[23], [24], [25], and [26]). Previous studies have found that Home students are associated with higher attainment than OS students ( [25], [23] and [24]).…”

Section: Discussionmentioning

confidence: 99%

Using data mining techniques to predict students at risk of poor performance

Alharbi

Cornford

Dolder

et al. 2016

2016 SAI Computing Conference (SAI)

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Abstract-The achievement of good honours in Undergraduate degrees is important in the context of Higher Education (HE), both for students and for the institutions that host them. In this paper, we look at whether data mining can be used to highlight performance problems early on and propose remedial actions. Furthermore, some of the methods may also form the basis for recommender systems that may guide students towards their module choices to increase their chances of a good outcome. We use data collected through the admission process and through the students' degrees. In this paper, we predict good honours outcomes based on data at admission and on the first year module results. To validate the proposed results, we evaluate data relating to students with different characteristics from different schools. The analysis is achieved by using historical data from the Data Warehouse of a specific University. The methods used, however, are fairly general and can be used in any HE institution. Our results highlight groups of students at considerable risk of obtaining poor outcomes. For example, using admissions and first year module performance data we can isolate groups for one of the studied schools in which only 24% of students achieve good honour degrees. Over 67% of all low achievers in the school can be identified within this group.

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“…[23], [24], [25], and [26]). Previous studies have found that Home students are associated with higher attainment than OS students ( [25], [23] and [24]).…”

Section: Discussionmentioning

confidence: 99%

Using data mining techniques to predict students at risk of poor performance

Alharbi

Cornford

Dolder

et al. 2016

2016 SAI Computing Conference (SAI)

View full text Add to dashboard Cite

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“…One reason for ethnic inequalities in labour market outcomes among graduates may be that ethnic minorities generally graduate from less prestigious universities, with lower degree classifications than white British students, and in different subjects (Connor et al 2004;Modood 2005;Richardson 2015). Jackson (2012) shows that ethnic minorities are more likely than their white British peers to enter university after their A-levels, despite lower average performance and worse socio-economic background.…”

Section: Possible Reasons For Ethnic Differences In Labour Market Outmentioning

confidence: 99%

“…These new institutes are generally considered less prestigious and have higher shares of ethnic minority students (Connor et al 2004;Shiner and Modood 2002). Following Richardson (2015) we also account for three degree classifications: first-class honours, upper second-class honours (2:1) or any lower distinction. Finally, we differentiate between nine groups of subjects categorised based on the joint academic coding system following Abreu, Faggian, and McCann (2015).…”

Section: Type Of Degreementioning

confidence: 99%

Employment and earning differences in the early career of ethnic minority British graduates: the importance of university career, parental background and area characteristics

Zwysen

Longhi

2017

Journal of Ethnic and Migration Studies

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Ethnic minorities in the U.K. are more likely than the white majority to gain university qualifications, but experience worse labour market outcomes on average. This paper compares employment and earnings of British graduates from ethnic minorities to those of white British graduates to analyse whether ethnic labour market differences exist among the highly qualified, and whether they can be explained by differences in parental background, local area characteristics or differences in university careers. These factors account for a substantial part of persistent ethnic differences in earnings, but explain very little of the differences in employment. Compared to the literature estimating ethnic labour market inequalities on people with any level of qualification, we find smaller ethnic differences in employment and almost no differences in earnings among graduates entering the labour market. The results are robust to various changes in model specification.

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“…ECU, 2011). There continue to be differences in attainment and retention related to ethnicity (Cotton et al, 2016, Richardson, 2015. In spite of evidence that BME students' access to higher education is still limited to specific areas and institutions (ECU, 2014), there has been relative success in widening access.…”

Section:  Black and Minority Ethnicmentioning

confidence: 99%

Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity

Sims

Luebsen

Guggiari-Peel

2017

EIPC

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Throughout the REACT project, the core institutions of Winchester, Exeter and London Metropolitan have been conducting an in-depth, multi-faceted evaluation of selected co-curricular student engagement activities – ‘Student Fellows’, ‘Change Agents’ and ‘Peer-Assisted Student Success’ respectively. This involved the collection of survey data to explore key concepts related to the motivations of students to participate in these initiatives. This survey explores areas including employability, academic study and partnership, with an aim of improving co-curricular initiatives to make them more inclusive of ‘hard to reach’ students. These ‘motivations’ to participate are used to contextualise data about the attainment and continuation of active student participants. Rather than seek to assert or confirm that various groups are ‘hard to reach’, this research seeks to understand better what does and does not make co-curricular activities inclusive of hard-to-reach students. In this sense, the aim is to have a greater understanding of how students are successfully ‘reached’. Discussion will focus on how attainment and retention can help us to explore whether a wide range of students is benefiting from participation.

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The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know

Cited by 92 publications

References 24 publications

Using data mining techniques to predict students at risk of poor performance

Using data mining techniques to predict students at risk of poor performance

Employment and earning differences in the early career of ethnic minority British graduates: the importance of university career, parental background and area characteristics

Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity

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