个人导师的作用能否有助于缩小少数种族学生在本科学位授予方面的差距?

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Josephine Gabi, Alison Braddock, Claire Brown, Denise Miller, Gwenda Mynott, Melissa Jacobi, Pallavi Banerjee, Karen Kenny, Andrew Rawson
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引用次数: 0

摘要

解决英国高等教育机构学位授予差距这一复杂问题的当务之急是多方面的,也是杂乱无章的。各种研究不断强调白人学生与少数种族学生之间持续存在的本科生学位授予差距(种族公平差距或/种族差距)。与白人学生相比,少数种族学生毕业时获得优秀荣誉学位的可能性较低,这种教育结果上的差距已经引起了政策制定者和学者的极大关注。这突出表明,需要制定超越传统方法和界限的综合战略,以实现系统性变革。弥合学位差距的努力主要集中在课程的非殖民化上,这一点至关重要。然而,认识到个人辅导(PT)在解决获奖差距问题上的关键作用,而且这种作用往往被低估,也是至关重要的。个人辅导的作用在于为学生提供连贯的体验,促进学生的参与,使他们能够驾驭不断变化的学术环境,它可以成为种族平等的催化剂,也是消除学位授予差距的一剂良药。通过回顾文献、实证研究、政策框架和实际实施情况,本文揭示了教学法作为促进公平和包容以及提高所有人的公平结果的有效工具的各种方式。通过对现有文献的综述和批判性分析,本范围综述强调了国内和国际上对高等教育教学的概念化方式,以及在符合公平原则的情况下,如何推动高等教育的转型变革。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined-up experience for students, promoting student engagement and enabling them to navigate the ever-changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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