通过少数民族学生的生活经历来理解奖励差距:一个交叉的方法

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Leslie Morrison Gutman, Fatima Younas
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引用次数: 0

摘要

在英国的大学里,本科学生的学位授予结果长期存在差距,与少数族裔背景的英国学生相比,英国白人学生更有可能获得“好学位”(一等或二等以上)。鉴于其复杂性和系统性,研究人员强调了采用以解决方案为重点的整体、交叉和探索性方法的重要性。然而,很少有定性研究为少数民族学生提供描述他们的个人经历和他们自己的改变建议的声音。通过访谈和咨询小组会议,本定性研究探讨了在英国一所大型公立研究型大学就读的14名少数民族本科女生的生活经历。调查结果产生了交叉维度的关键主题,包括性别、国籍、移民身份、社会经济地位和教育背景,包括偏见态度和刻板印象、被低估的感觉和需要更努力的工作、更大的多样性的需求,以及与其他少数民族学生脱节和缺乏融合的感觉。与会者亦分享了他们对奖励差距的看法,并提出了解决差距的策略,包括提高认识、增加教员的多样性、增加学术资源和促进同侪之间的联系。通过捕捉学生的种族化叙述,这项研究揭示了导致差距的普遍偏见、刻板印象和系统性问题。通过这些努力,该研究旨在促进一个更加包容和公平的教育环境,最终有助于消除大学学位授予差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding the awarding gap through the lived experiences of minority ethnic students: An intersectional approach

In UK universities, there is a long-standing gap in degree award outcomes for undergraduate students with white British students more likely to graduate with a ‘good degree’ (first or upper second class) than British students from minority ethnic backgrounds. Given its complex, systemic nature, researchers have highlighted the importance of adopting holistic, intersectional and exploratory approaches that are solution-focused. However, few qualitative studies provide a voice to minoritised students with regards to describing their individual experiences and their own suggestions for change. Through interviews and an advisory group session, this qualitative study explores the lived experiences of 14 minority ethnic undergraduate female students attending a large, public research university in the UK. The findings generated key themes with intersectional dimensions including gender, nationality, immigrant status, socioeconomic status and educational background including biased attitudes and stereotypes, feelings of being underestimated and needing to work harder, the need for greater diversity, and feelings of disconnection and lack of integration with other minority ethnic students. Participants also shared their perceptions of the awarding gap and proposed strategies for addressing the gap, including raising awareness, increasing diversity among teaching staff, enhancing academic resources and fostering connection among peers. By capturing the racialised narratives of students, this research sheds light on the pervasive biases, stereotypes and systemic issues that contribute to the gap. Through these efforts, the study aims to foster a more inclusive and equitable educational environment, ultimately contributing to the elimination of the degree awarding gap at universities.

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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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