The Black, Minority and Ethnic Student Experience at a Small Northern University

1. The Black, Minority and Ethnic Student Experience at a Small Northern University Chantal Davies and Caroline Chappell (University of Chester)

2. Introduction • Background • Research Description and Project Rationale • Existing Research • Methodology • Findings • Implications

3. Background • Race Relations (Amendment) Act 2000 (N/B Equality Act 2010) • Small body of existing research (Osler, 1999; Connor et al., 2004; Givens et al., 1999; Mai Sims, 2007; Jessop & Williams, 2009) • Higher Education Academy & Equalities Challenge Unit recommendations, 2008

4. Research Description and Project Rationale • Exploration of experiences of BME students within the research site • Support and build on existing research • Provide an evidential base for University diversity and equality strategies in relation to: • Student achievement; • Retention and progression; • Widening participation, marketing and recruitment; • Student transitions to H.E.; • Curriculum design and development

5. Existing Research • Belonging and otherness (Read et al., 2003) • Ethnic minority visibility in university staffing (Connor et al, 2004) • The student experience of racism (Givens & Bennett, 2004; Woolf, Cave, Greenhalgh& Dacre, 2008) • Curriculum development and content (Bowl, 2001; Givens et al., 1999) • Stereotyping (Woolf et al., 2008; Connor et al., 2004; Carter, Fenton & Modood, 1999)

6. Methodology • Multi-layered, qualitative exploration of the experiences of BME students at the research institution • Emancipatory and participatory • BME researcher/reflexivity • Steering Group (Jessop & Williams, 2009) • Focus Groups • Semi Structured Interviews • Sampling: • Purposive sample; • Undergraduate students across the research institution; • Self certification.

7. Emerging Themes • Belonging/Togetherness • Institutional heterogeneity not a driver in choice of university • Objective benefits of ethnic diversity • Transient and long term awareness of ‘white demographic’ • Academic Experience • Mainstreaming of ethnic diversity issues • Awkwardness in discussing diversity issues linked to ethnic identity • Detachment from ethnic identity

8. Emerging Themes • Student Experience • Wider student experience (including extra curricula activities, developing friendships, locality etc) • Little impact on wider general experience • Catering issues • Differential Treatment • Less favourable treatment due to ethnicity (including racism) • No perception of overt racism (note of caution) • Modification of the behaviour of peers/staff due to ethnicity

9. Emerging Themes • Segregation • Feelings of segregation and differentiation due to targeted provision based on ethnicity • Some objective benefits of targeted provision • Detachment from linking to ethnic identity • Early Education • The ‘London’ perspective • The ‘Local’ perspective • Employability • Impact on future employability

10. Some Implications for the Student Experience and Academic Practice • Managing student expectations of ethnic diversity from an institutional perspective particularly in relation to widening participation and marketing strategies • Developing academic programmes of study based on inclusive learning and teaching strategies • Developing a greater understanding of institutional responsibilities in relation to feelings of differentiation, isolation and segregation • Developing and implementing institutional local level strategies for BME student achievement, retention and progression • Developing student engagement and transition strategies

11. References • Carter, J., Fenton, S., & Modood, T. (1999). Ethnicity and Employment in Higher Education. London: Policy Studies Institute. • Connor, H., Tyers, C., Modood, T,. & Hillage, J,. (2004). A closer look at Higher Education Minority Ethnic Students and Graduates (DFES Research Report RR 552). London: HMSO. • Givens, N., Almeida, D., Holden, C., & Taylor, B. (1999). Swimming with the tide: ethnic minority experiences in initial teacher education. Multicultural Teaching, 17(2), 30-36. • Givens, N., & Bennett, S. (2004). Tentative Progress in mainly white setting: hearing from trainee teachers from ethnic minority backgrounds. Race Equality Teaching, 39-44. • Higher Education Academy, & Equality Challenge Unit. (2008). Ethnicity, Gender and Degree Attainment Project: Final Report. London: Author. • Jessop, T., & Williams, A. (2009). Equivocal tales about identity, racism and the curriculum. Teaching in Higher Education, 14(1), 95-106. • Mai Sims, J. (2007). Not enough understanding? Student experiences of diversity in UK universities. London: Runnymede Trust. • Osler, A. (1999). The Educational Experiences and Career Aspirations of Black and Ethnic Minority Undergraduates. Race Ethnicity and Education, 2(1), 39-58. •  Woolf, K., Cave, J., Greenhalgh, T., & Dacre, J. (2008). Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study. British Medical Journal. 1220.

12. Contact Details • Chantal Davies (chantal.davies@chester.ac.uk; Telephone: 01244 512303) • Dr Matthew Garrett (m.garrett@chester.ac.uk; Telephone: 01244 512304)