Loading...
Towards bridging the belongingness, progression and attainment gap for our BAME students
Cureton, Debra Hughes, Julie Jones, Jenni
Cureton, Debra
Hughes, Julie
Jones, Jenni
Authors
Editors
Other contributors
Affiliation
Epub Date
Issue Date
2019
Submitted date
Alternative
Abstract
The ethnic based differential degree outcome and lower rates of BAME student retention are an education inequities that has received substantive attention and inquiry (Connor et. al, 2004; Buckley-Irvine, 2017). Although these works offer some explanations to why these gaps occur, these findings have generated minimal impact on the continuing national outcomes picture. This indicates that there is still a strong need to better understand and bridge the gap between strategic intention and intervention, and how this learning is embedded within learning and teaching environments. This is especially important within the current HE climate where the Teaching Excellence Framework considers student satisfaction, continuation and employment outcomes; all of which are metrics that can be negatively affected by differential HE experiences and outcomes.
Citation
Cureton, D., Hughes, J. and Jones, J. (2019) Towards bridging the belongingness, progression and attainment gap for our BAME students, Higher Education Race Action Group (HERAG)
Publisher
Journal
Research Unit
DOI
PubMed ID
PubMed Central ID
Embedded videos
Additional Links
Type
Other
Language
en
Description
Series/Report no.
ISSN
EISSN
ISBN
ISMN
Gov't Doc #
Sponsors
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International