An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university

Webb, Justin, Arthur, Ryan, McFairlane-Edmond, Pansy, Burns, Tom and Warren, Digby (2021) An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university. Journal of Further and Higher Education. pp. 1-15. ISSN 1469-9486 (In Press)

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Official URL: https://doi.org/10.1080/0309877X.2021.1915967

Abstract / Description

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.

Item Type: Article
Uncontrolled Keywords: qualitative; attainment gap; education; critical pedagogy; inclusion; diversity; BME
Subjects: 300 Social sciences > 370 Education
Department: School of Social Professions
Centre for Professional Education and Development (CPED)
Depositing User: Justin Webb
Date Deposited: 13 May 2021 09:51
Last Modified: 28 May 2021 09:34
URI: http://repository.londonmet.ac.uk/id/eprint/6637

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