2nd HERAG Think Tank
Journey to Close the BME Attainment Gap
May 2015
Title: Who are the BME students?
Presenters: Anne Nortcliffe and Cathy Pink-Keech
Format: 45 minute discussion paper or 45 minute workshop
World Café
Having been a course leader for 15 years on a very mixed course in terms of social economic status, ethnicity and personal circumstances, to protect student anonymity, but to provide an insight into the complexity of the student's backstory we have provided Composite Pen Portraits from course data and our observations of our students from our Course. As Dhimar and Ashworth (2006) research into ethnicity and assessment regulations highlighted there is need for academics to have a broader contextual cultural understanding of their students' experience. The Composite Pen Portraits have been provided to aid facility the world café discussions on the following questions:
Q1. How do students come to be classified as BME?
Q2. Are there recognisable sub groups within the BME category?
Q3. Is their a link with social economic class and/or ethnicity and/or prior educational experience?
Q4. Implications for education and our education practice?
It should be noted that the engineering course in question very rarely has a female student on the course, typically one every four/five years.
Reference
DHIMAR, R. and ASHWORTH, P. (2006). Ethnic minority students: diversity and the practicalities of assessment regulations. In: FARRAR, M. andTODD, M., (eds.) Teaching 'race' in social sciences – new contexts, new approaches. Higher Education Academy, Subject Network for Sociology, Anthropology, Politics.
Pen Portrait A
The student on their University registration form selected their ethnicity as white and their family (parents) socioeconomic background as intermediate occupations (low social economic). The student lives at home in Barnsley, in a former mining community, very tight knit community of family and friends. Educational background of the community is low, typically only quarter of the community with 5 O'levels/GCSE/CSE, English languages colloquial and lifestyle is very local (narrow, i.e. not widely travelled in UK or internationally). There is limited experience amongst family and friends of higher education, immediate family members (parents or grandparents) worked in the coal mining industry. The student receives a NUM (National miners' union) family bursary to study University (available to students whose parents or grandparents worked in the coal mining industry). Parents or Grandparents are supportive of them studying at University, and proud, however wider community less supportive and mocking. Previous education BTEC at Barnsley College as currently only one school has 6th form college provision. In first year determined to commute daily on train or in car to Sheffield Hallam University. By second year has moved to Sheffield living in Halls of residence, but regularly communing home at weekends, at times made to feel guilty about not living in Barnsley. Moderate placement resilience, seeks support from careers and placements team to develop their application, if persistent typically will secure a placement. Equally the pressures from local community have been observed to also to place the student at risk of not completing the course or gaining a placement, drop out in first year.
Pen Portrait B
The student on their University registration form selected their ethnicity as Asian or Asian British - Pakistani and their family (parents) socioeconomic background as semi-routine occupations (low social economic). They are born in the UK, their father is a taxi driver, and mother housewife. Language spoken at home is Punjabi. Student lives in highly diverse ethnic community. Student lives at home with family and siblings throughout the course of the degree. Student sometimes has caring responsibilities of elder or younger siblings and financial obligations to support family and extended family. Extensive extended family in UK and Pakistan and associated family pressures from both communities. Strong bonds with peers from their previous school/college on the course or on other courses at Sheffield Hallam University. Commutes with these peers to the University, socialises and studies normally only with these peers. During their time at University family pressures have included taking time out when elderly family members are ill back in Pakistan and being asked to consider an arranged marriage. Low placement application resilience, if unsuccessful in applying for placements, gives up after two attempts.
Pen Portrait C
The student on their University registration form selected their ethnicity as Black or Black British - African and their family (parents) socioeconomic background as routine occupations (low social economic). The Student was born in a west coast African country, as a toddler moved with their mother to a European country, gained primary education in the EU country and become fluent in the local EU language. As a teenager they moved alone to the UK to extended family in a Northern town. They completed GCSEs/A'levels/BTEC in the UK prior to University. The student continues to live with or within extended family community and commute to University. Studious and conscientious student, friendly, but don't socialise with their course peers, however, actively involved in the local church community. High placement application resilience, student is persistent in attempting to secure placement, willing to be away from University for a placement opportunity and including anywhere in the World.
Pen Portrait D
The student on their University registration form selected their ethnicity as Other Asian Background and their family (parents) socioeconomic background as not classified. Student was born in War Zone Asian country, refugee in the UK, moved to the UK as a teenager. They have learnt English since arriving in the UK, typically self-taught. Parents previous education is limited, no prior knowledge of secondary, or higher education and they don't speak English. In the first year of University study lives with white Foster parents and commutes to University. Distressed when conflict occurs in home town/country, and concerned about family. They make an effort to make friends with peers on the course from all ethnic backgrounds. Refugee status and country of origin limits placement opportunity (country of origin can restrict engineering employment opportunities due to security clearance). Due to complex personal circumstances observed to be at risk of not completing the course.
Pen Portrait E
The student on their University registration form selected their ethnicity as Black Caribbean and their family (parents) socioeconomic background as Higher managerial & professional occupations. Parents have high expectations of their son. They are approachable, friendly and make an effort to make friends with peers on the course from all ethnic backgrounds. Live at University and travel home once or twice a semester. This student is studious, but some reluctance to seek academic support/guidance, with right encouragement capable of achieving 2(i)/1st, but need to take care on citations and referencing in reports. They are finding it challenging to secure a placement, actively seeking support from careers and placements. Parents have advised them to prioritise their studies and not to join Union activities and clubs; hence weakest section of their CV is the extra curriculum.
Pen Portrait F
The student on their University registration form selected their ethnicity as White and their family (parents) socioeconomic background as Higher managerial & professional occupations. Parents have high expectations of their son, however would like their son to be happy. The students are earnest, willing to learn, but also enjoying living away from home and socialising with their peers, and consequently their socialising at times impacting on their studies. They are an active member of a student union sport or club. Live at University and travel home once or twice a semester. Keen to secure a placement, fairly high resilience when applying for placements, and prepared to network with family and friends to secure a placement.