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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, 46 (3). pp. 312-326. ISSN 1469-9486
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.
Available under License Creative Commons Attribution Non-commercial 4.0.
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