Transcript Slide 1

HEA Research Seminar Series 2009
Access and Success for All
Higher Education students and
Ethnicity: Lessons from Research
Professor Mary Stuart, Kingston University
Dr Catherine Lido, Thames Valley University
Dr Jessica Morgan, Kingston University
Setting the context
UG Barriers to HE
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Social Class 1,2
First Generation Students
Fear of Debt 3
Differences in Cultural/Social
Capital & Habitus 4
Minority Ethnic Groups (MEGs)
in UK HE
Students from MEGs face barriers in
terms of HE experiences and
outcomes 5, 6
• Racial identity 7
• Belonging/alienation 8
• Degree attainment 9
• Student satisfaction 10
Context
• Life history and interpretation
• Social and cultural background
• Community context and perceptions
• Stages in personal development
• Political and economic climate
Leads to a more rounded sense of ‘the learner’
– holistic approach – hence interest in informal
learning beyond the classroom
WP in PG Education: Identifying
Barriers & Creating Success (HEA)
• N=1,073 Students from all subjects (bar Arts)
47% Male, 53% Female; Aged 16-62
• 2 Southeast University Locations (Diff. ‘Types’)
• Measured Barriers
– Demographics and ‘Study Demographics’
– Family background and HE experience
– Actual debt, Attitudes to debt
Identified PG Barriers for Black/
Afro-Caribbean Students
• Highest in intentions to PG study, but…
• Highest in Debt Worry
• Highest in Actual Debt (loans, other…)
• Lowest in Family HE experience
• Lower in SES
• Some differences in PG expectations
= Fitting in/ cultural capital?
Thematic Analysis Findings
• Success at UG level weakens PG barriers;
• Family HE Experience: Encourages
support and feelings of ‘fitting in’/ belonging
• Debt: is accepted as ‘natural’
• BUT, individual differences in anxiety felt
• Peers: key to a supportive environment &
ultimately success
Student Diversity, extra curricular
activities and perceptions of graduate
outcomes (HEA)
• N=1,000 Students from all a wide range of subjects
• 4 Geographically and Demographically diverse HEIs in
UK
• Large scale survey and focus groups
• Measured:
-patterns of participation in ECAs
-reasons for participation
-perspectives from students, employers &
alumni
MEG activity differences
White students do more of this:
– See friends (p<.01)
– Visit pubs and bars (p<.01)
– Visit shops and cafes (p<.05)
– Watch films (p<.05)
Black students do more of this:
– Visit the library (p<.01)
– Pray (p<.01)
– See family (p<.05)
– Do business on line (p<.05)
– Meet NEW friends on social networking sites (p<.01)
– Have paid employment (p<.01)
Asian Students are doing more of this:
– Visit the library (p<.05)
– Visit the students union (p<.01)
– Attend University clubs and societies (p<.01)
– Pray (p<.01)
– See family (p<.01)
– Volunteer (p<.01)
Informal learning?
Students from lower socio-economic groups:
• Are less likely to engage in clubs & societies, or even other
hobbies (p<.01)
• Are less involved w/ Students Union (p<.06)
• Spend more time in paid employment (p<.01)
• Are more likely to say their commitments & activities
negatively impact in their HE performance (p<.05)
This led us on to think more critically about the whole
experience for students and how this related to their
outcomes
Quantitative Findings
Current Project (ESRC)
We aimed to explore:
• Different ethnic groups’ experiences of
social identity & belonging in UK HE
• Factors affecting a positive HE experience
(for various student groups)
• Factors affecting degree marks
SIT
• Social Identity Theory 11
• In-group Affiliation= Positive Distinctiveness
• ‘Identity threat’ (HE environment)
• In-group identification (university and peers) key
to self-esteem?
Belonging
• “Cultural Capital”: Forms of
knowledge, skills, attitudes,
expectations 4
• Social capital 12
• Make environments such as HE a
comfortable/familiar place
• Institutional habitus 13
• Which affects success!
Method
Phase 1: Large scale survey
(n=766)
Distributed in lectures to 2nd years @ 4 HEIs:
• 2 London post-92 Unis; 1960’s S.E England Uni;
London Specialist Medical Institution.
Phase 2: Qualitative analysis
(n=54)
• Student Focus groups x 10 (n=46)
• Educational Life History Interviews (n=8)
Phase 3: Follow-up: 2nd year exam results
(n=26)
• Correlated with self-reported marks: r=.46, p<.01
Adapted Measures
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Demographic factors 14
Academic self-esteem 15
Well-being at university 16
Peer Support 17
Marks (self-reported and actual, r=.46, p<.01)
New Measures
• Comfort Zone (alpha=.71)
How physically comfortable students feel in and
around campus. 4, 18
• University Identification (alpha=.86)
Positive sense of connection with the university
including feelings of pride and identification with
peers. 19
Key findings
• UniID and comfort zone = key predictors for
all students’ positive University experience
• Predict Black & White students’ marks
• Comfort zone more important for MEGs’
positive experience/ outcomes
• UniID more important for White students’
positive experience/ outcomes
Regression models predicting Academic
Self-esteem
WHITE
BLACK
ASIAN
ARAB/
PERSIAN
Predictors:
UniID (β)
Comfort Zone (β)
.34***
.20***
.17*
.43***
.18*
.40***
.53*
Variance explained
R2
Model p value
20%
.19
p<.001
30%
.29
p<.001
24%
.23
p<.001
26%
.20
p<.05
Regression models predicting
Peer Support
WHITE
BLACK
ASIAN
ARAB/
PERSIAN
Predictors:
UniID (β)
Comfort Zone (β)
.37***
.21***
.26**
.39***
.26**
.37***
.57**
Variance explained
R2
Model p value
23%
.22
p<.001
33%
.32
p<.001
27%
.26
p<.001
42%
.37
p<.01
Regression models predicting
Well-Being
WHITE
BLACK
ASIAN
MIXED
RACE
Predictors:
UniID (β)
Comfort Zone (β)
.21***
.23***
.43***
.17*
.38***
.40*
Variance explained
R2
Model p value
13%
.12
p<.001
18%
.16
p<.001
21%
.20
p<.001
29%
.24
p<.01
Regression models predicting
Marks
Predictors:
UniID (β)
Comfort Zone (β)
Variance explained
R2
Model p value
WHITE
BLACK
.11*
.13*
.21*
4%
.03
p<.001
6%
.05
p<.05
Further ethnic group
differences
Black students
• More Academic Self-esteem & UniID than white peers (p<.01)
• Less peer support than all other ethnic groups (p<.01)
Asian students
• Less well-being at university than white peers (p<.001)
• Less well-being & lower marks for Asian females (p<.01)
Mixed Race students
• Less comfort zone than all other ethnic groups (p<.05)
• Less UniID than all other minority ethnic groups
All MEG students (particularly Arab/ Persian)
Less comfort zone for lower SES students (p<.05)
Break for lunch....
• Working lunch/discussion...
• What do you think these results mean?
• After lunch we will be discussing what we
think they mean, and presenting some
qualitative findings.
Qualitative Findings
But first:
what do you think our results mean?
Focus Groups
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Main Themes:
Uni for friendship (comfort zone) vs.
Uni for study (Uni ID)
Religion helps study
Group work (peer support) vs.
Individual study
Knowledge/uptake of support
MEG Students
University “for study”
Many ethnic minority students...
• Felt strong positive feelings such as pride and
connection with their Universities
• Had a strong academic identity
• Prioritised academic concerns over social life
• Cf. Quant. findings for Black students
Some are slackers who don’t come in the whole year,
but I have my own personal approach to my studies
and academic work. I’m determined to be successful
in what I do and hate failure, so I work as hard as I
feel is needed to achieve good grades
[‘Kwame’, Law Student, New Uni B]
There is a social scene here and people do invite me
to join them but I prefer to focus on study until
outside of exams.
[‘Abde’, Engineering, New Uni B]
Religion helps study
Important for MEGs (esp. Black Christian),
females and mature students:
• Relieved stress of studies
• Provided a social support network at uni
• Helped them succeed academically
• Encouraged continued course enrolment
Religion is the basis of my whole personality, how I handle things, it
affects my schoolwork, my motivation. That’s why I put on so much
effort on my studies as I know from my experiences around my
religion that it will be worth it and that you get what you give.
Abde, Engineering , Post-’92 university
I’m involved in church too and it helps my education, through prayer,
because I pray for help, and it cools down my brain, helps me relax so
its stress relief. Mercy, Nursing, Post-’92 university
Church is the only chance I get to see [my friends] and socialise, its
good fun. It does relieve my stress as well. Nina, Nursing, Post-’92 univeristy
White Students
University “for friendship”
Many white students:
• Felt positive about their social networks at
university & strongly supported by peers
• Saw HE as a time for personal development,
socialising & ‘having fun’
• Prioritised extracurricular concerns over academic
ones
The thing I love most about university is the
atmosphere here, common interests and lots of
friends, seeing people around on campus, everyone’s
out and about and friendly .
[‘Nicola’, Politics Student, 1960’s Uni C]
There’s no point being here and having a great
degree but no good memories. So I wouldn’t
sacrifice my good time.
[‘Abi’, Media, 1960’s Uni C]
Educational Life History
Interviews
Ethnic minority students:
• Missing out on many benefits of social capital at
University (academic and social)
• Compounded by early educational experiences, SES, age
and gender
• Preference for individual study (e.g. not group work)
• Less awareness and uptake of available support from
their peers, teachers and HEIs
‘Majdy’, Medical Student, Specialist Institution
I always worked alone at school as I was one of the few nerdy
kids, and the teachers left us alone
The careers advisor said medicine would be too difficult to
get into considering the area and the school I was from
I prefer working alone at Uni as that’s just what I’m used to
from school. I’m used to no one else being interested in what
I’m doing.
I’m worried that I’m not revising thoroughly enough and I
should go and speak with someone but I'm not sure who.
White students:
• More supportive early educational environments
• Compounded by SES & family experience of HE
• Expectations of collaborative & supported learning
• Stronger social network at University
• More confident to seek out extra help and support
from peers, teachers and HEIs
I’ll always go to my friends for help first, and then a
group of us will go and approach the teacher together
if we’re still stuck. Problems are usually best sorted
out this way.
[‘Lauren’, Maths, 1960’s University]
When the workload’s bad we divide it up and help
each other as a matter of survival, you have to.
[‘Hugh’, Engineering, Post ’92 University]
Summary
Students educational experiences (early & HE) mediated by
demographic factors affect:
• Focus on study and/or friendship at Uni
• Expectations, knowledge & uptake of peer, teacher and Uni
support.
• Comfort zone around campus & and ID with Uni
• Positive HE outcomes & experience
The importance of comfort zone & cultural capital:
• MEGs don’t want to spend time on campus
• Cf. White students’ peer support “uni for friendship”
Questions and Discussion
• Have you had similar/different
experiences at your institutions?
• What are possible strategies to address
these inequalities?
• Plenary feedback at 2pm