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Open accessJournal ArticleDOI: 10.1080/03075079.2019.1643305

Experiences of black and minority ethnic (BME) students in higher education: applying self-determination theory to understand the BME attainment gap

04 Mar 2021-Studies in Higher Education (Routledge)-Vol. 46, Iss: 3, pp 534-547
Abstract: British university students from black and minority ethnic (BME) backgrounds are less likely to achieve a ‘good’ degree classification than white students, despite taking prior attainment i...

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10 results found

Journal ArticleDOI: 10.1080/14767724.2020.1835464
Natalie Tebbett1, Heike Jons1, Michael Hoyler1Institutions (1)
Abstract: This article contributes new empirical findings and conceptual arguments to topical debates about internationalisation ‘at home’ through a comparative study on how undergraduate students experience...

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Topics: Homophily (62%), Diversity (politics) (53%), Openness to experience (51%)

6 Citations

Journal ArticleDOI: 10.1080/03043797.2020.1865879
D. Beneroso1, María Erans1Institutions (1)
Abstract: A study into the influence of the team-based learning (TBL) model upon the perception of White, Asian and Black and Minority Ethnic (BME) students about their peers’ teamwork abilities is addressed...

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Topics: Team-based learning (64%), Teamwork (61%), Active learning (61%)

2 Citations

Open accessJournal ArticleDOI: 10.1080/0309877X.2021.1932773
Abstract: In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views toward the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students’ sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.

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Topics: Ethnic group (52%), Higher education (51%)

2 Citations

Open accessDOI: 10.21100/JEIPC.V7I1.1027
27 Nov 2020-
Abstract: Within the United Kingdom (UK), widening participation (WP) is a well-established component of the government’s political strategy for addressing inequality of access to higher education (HE) for under-represented student groups. The drive has achieved relative success in recent decades, as evidenced by steady growth in numbers entering HE from non-traditional and under-represented backgrounds, including those from low-income households, first-generation university students, care-experienced students and those from black, Asian and minority ethnic (BAME) backgrounds as well as those with specific characteristics, including – but not exclusively – students with disabilities, mature students and lesbian, gay, bisexual, transgender and questioning students (Connell-Smith and Hubble, 2018; Younger et al., 2018). Institutions across the sector are now fully committed to WP and fair access and, for many, this plays a leading role in their student recruitment activities. Whilst changes in both policy and practice are welcome, there remains a participation deficit of 29.9% between the mostand least-represented groups and a gap of 22.1% in degree classification outcomes (first-class or upper-second) between white and black students (Office for Students, 2018). Emphasis on addressing inequality at all stages of the student journey is therefore required to close the participation and outcomes gap, particularly for students from a BAME background, whose access, experience and outcomes of university education are much worse than those of the general student population (Universities UK, 2019).

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Topics: General partnership (54%), Internship (52%)

1 Citations


27 results found

Journal ArticleDOI: 10.1191/1478088706QP063OA
Virginia Braun1, Victoria Clarke2Institutions (2)
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

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77,018 Citations

Open accessJournal Article
Abstract: PART ONE: CONCEPTUAL ISSUES IN THE USE OF QUALITATIVE METHODS The Nature of Qualitative Inquiry Strategic Themes in Qualitative Methods Variety in Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications PART TWO: QUALITATIVE DESIGNS AND DATA COLLECTION Designing Qualitative Studies Fieldwork Strategies and Observation Methods Qualitative Interviewing PART THREE: ANALYSIS, INTERPRETATION, AND REPORTING Qualitative Analysis and Interpretation Enhancing the Quality and Credibility of Qualitative Analysis

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Topics: Qualitative research (56%)

22,635 Citations

Journal ArticleDOI: 10.1207/S15327965PLI1104_01
Edward L. Deci1, Richard M. RyanInstitutions (1)
Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

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Topics: Self-determination theory (64%), Need theory (57.99%), Goal theory (56.99%) ... show more

19,104 Citations

Journal ArticleDOI: 10.1006/CEPS.1999.1020
Richard M. Ryan1, Edward L. Deci1Institutions (1)
Abstract: Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. ≈ 2000 Academic Press To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. Most everyone who works or plays with others is, accordingly, concerned with motivation, facing the question of how much motivation those others, or oneself, has for a task, and practitioners of all types face the perennial task of fostering more versus less motivation in those around them. Most theories of motivation reflect these concerns by viewing motivation as a unitary phenomenon, one that varies from very little motivation to act to a great deal of it. Yet, even brief reflection suggests that motivation is hardly a unitary phenomenon. People have not only different amounts, but also different kinds of motivation. That is, they vary not only in level of motivation (i.e., how much motivation), but also in the orientation of that motivation (i.e., what type of motivation). Orientation of motivation concerns the underlying attitudes and goals that give rise to action—that is, it concerns the why of actions. As an example, a student can be highly motivated to do homework out of curiosity and interest or, alternatively, because he or she wants to procure the approval of a teacher or parent. A student could be motivated

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Topics: Self-determination theory (70%), Goal theory (69%), Overjustification effect (69%) ... show more

12,248 Citations

Open accessJournal ArticleDOI: 10.17265/2159-5313/2016.09.003
28 Sep 2016-Philosophy study
Abstract: There has been a shift from the general presumption that “doctor knows best” to a heightened respect for patient autonomy. Medical ethics remains one-sided, however. It tends (incorrectly) to interpret patient autonomy as mere participation in decisions, rather than a willingness to take the consequences. In this respect, medical ethics remains largely paternalistic, requiring doctors to protect patients from the consequences of their decisions. This is reflected in a one-sided account of duties in medical ethics. Medical ethics may exempt patients from obligations because they are the weaker or more vulnerable party in the doctor-patient relationship. We argue that vulnerability does not exclude obligation. We also look at others ways in which patients’ responsibilities flow from general ethics: for instance, from responsibilities to others and to the self, from duties of citizens, and from the responsibilities of those who solicit advice. Finally, we argue that certain duties of patients counterbalance an otherwise unfair captivity of doctors as helpers.

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Topics: Nursing ethics (83%), Medical ethics (65%)

9,859 Citations

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