ABSTRACT

Black and minority ethnic (BME) students are less likely to achieve a first or upper-class second degree than White students. This evaluation investigated the experiences of BME Health and Social Care students at a London university of the hidden curriculum, thematically analysed through a critical race lens. Four overarching themes were identified, (1) super-visible ethnicity, (2) the negative depiction of BME lived experiences, (3) self-depreciation and self-confidence and (4) separation. Recommendations at an institution-level are made in the areas of staff diversity, language support, student registration experiences and canteen costs. Recommendations at a course-level are made in the areas of co-creation of the curriculum, student belonging, academic and literacy skill development. The recommendations are underpinned by a critical pedagogy, including culturally sensitive teaching strategies and the development of meaningful staff-student partnerships. The recommendations made may be applicable to other Higher Education Institutions with a diverse student cohort where the attainment gap is prevalent.

摘要

与白人学生相比，黑人和少数族裔 (BME) 学生获得一等或二等学位的可能性较小。该评估调查了伦敦大学隐藏课程的 BME 健康和社会关怀学生的经历，并通过批判性的种族镜头进行了主题分析。确定了四个总体主题，（1）超可见的种族，（2）BME生活经历的负面描述，（3）自我贬低和自信以及（4）分离。机构层面的建议是在员工多样性、语言支持、学生注册经验和食堂费用等领域提出的。课程级别的建议是在课程的共同创建、学生归属感、学术和识字技能发展等领域提出的。这些建议以批判性教学法为基础，包括文化敏感的教学策略和有意义的师生伙伴关系的发展。所提出的建议可能适用于其他具有多元化学生群体且成绩差距普遍存在的高等教育机构。