The B.A.M.E. student study experience: Are universities helping or hindering?

It’s mind-boggling that, while 82% of White students obtained a first or a second upper class degree in 2019/20, only 64-79% of Black, and Minority Ethnic (B.A.M.E.) students, depending on their ethnic grouping, did so (Higher Education Statistics Agency [HESA], 2021). But, the statistic that stays with me most is this one: In an online university, B.A.M.E. students need to spend 6-12% more time engaging with the virtual learning environment (VLE) than White students, in order to get the same grade (Nguyen et al, 2020). However this study only examined correlation, i.e. whether there is a relationship between time on the VLE and grades; rather than causation. 

It can’t be because B.A.M.E. students are not interested in doing well, are not bright enough, or are simply lazy. Studies indicate that this awarding gap remains even when prior qualifications are accounted for (e.g.  Richardson et al, 2015). So what are we, as universities, doing (or not doing!) that creates this ethnicity awarding gap?  

These were the issues I wanted to understand through my project, looking specifically at one Level 3 psychology dissertation module. This was taught fully online, and combined a dissertation with other teaching about psychology content. Students were provided with books and online materials to engage with weekly. Here students are expected to develop an original idea, work independently on reading about the topic, plan and execute a research study, and write up a research report. This module has substantial impact on the overall degree classification. Furthermore, the relationship with the dissertation supervisor (tutor) is critical – as the supervisor gently challenges students to consider better ways of doing things, empowers them to work independently, and gives constructive feedback.  

For this project, two research assistants from an ethnic minority background interviewed 11 students. These were semi-structured interviews, where the research assistants had an interview schedule, but then probed further to elicit in-depth information. Interviews were conducted at the end of the academic year, and focused on how students experienced their competence, autonomy, relatedness, and ethnicity on the module – in relation to staff, students, the overall  university, and module materials and assignments. There were 10 female participants and one male, and they described their ethnic backgrounds as Black British Caribbean, British African, Black British, Indian, British Bangladeshi, and Asian British with Pakistani.  

A thematic analysis of the data identified 5 main themes. Students generally spoke about the module content in a positive way. But they highlighted that they felt that ethnic minorities were not included in the materials, or, when they were, it was their challenges (e.g. lower socioeconomic class) that was the focus, hence perpetrating stereotypes. Students expressed stress that the assignment guidance was at times unclear, which meant they didn’t do as well as they were hoping for, and had to spend time trying to gain more clarity.  

Students spoked at length about their tutors, and many reported a positive relationship with them. These were tutors who positively pushed students to do better, and whose replies to questions were prompt and comprehensive. Students were upset that some tutors came across as too busy to answer their questions, and some felt stupid asking questions, so they didn’t. An issue with tutor inconsistency was reported, i.e. students attended tutorials by another tutor, and were marked down by their own tutor when they did what the other tutor had recommended. Many felt isolated, anxious, or overwhelmed when they experienced limited support.  

Students spoke about their dissertation study, and many found it challenging. But they were pleased that there was an online project forum where they could communicate with their tutor. Many had hoped for more focused support in relation to data analysis.  

All students reported using social media (e.g. WhatsApp) to communicate with peers. They felt this was a more relaxed environment, as they were not ‘telling the university’ they did not know how to do their work. A sense of belonging developed, though some felt overwhelmed at times, e.g. many messages, other students reporting high marks when the student was struggling to scrape a pass. This is possibly the experience of all students, not only those from B.A.M.E. backgrounds. 

Most students said their ethnicity did not impact their experience, but digging deeper suggested otherwise. Some students held back from expressing themselves due to fear they would be seen as aggressive, others did not post their profile picture to avoid drawing attention to their ethnicity and religion, while many wondered and worried if their ethnicity was impacting their grades. Students expressed lack of confidence at understanding academic material and writing in this style, even when their first language was English. Some students were disappointed that their tutor did not understand their ethnicity-focused dissertation topic enough to push them further and get a better grade. 

As a non-British person from a White background, this was an eye-opening experience for me. It’s one thing reading about these issues, and another one listening to the interviews and the students’ emotions as they recalled their experiences. These are not just numbers or percentages, but they are people’s lives, with career prospects and well-being at stake. This is not the first study about the awarding gap, and my wish would be for practical changes to ensue. If I were to give a few takeaway messages they would be the following: 

• Ensure there are structures in place to support students develop confidence in writing academically, such as critical analysis. 

• Ensure tutors have sufficient time and expertise to support students, and monitor that this is done consistently and with integrity. 

• Review module materials so that B.A.M.E. people are not just ‘present’, but included in a way that celebrates their achievements.

Author: Sharon Xuereb, Staff Tutor in Psychology & Counselling

References 

HESA (2021). What are HE students’ progression rates and qualifications? Accessed 6 January 2022 https://www.hesa.ac.uk/data-and-analysis/students/outcomes 

Nguyen, Q., Rienties, B. and Richardson, J.T.E. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting.  Assessment and Evaluation in Higher Education, 45(4), pp. 594–606. doi:10.1080/02602938.2019.1679088. 

Richardson, J.T.E., Alden Rivers, B. and Whitelock, D. (2015). The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment and Evaluation in Higher Education, 40(4), pp. 557–573. doi:10.1080/02602938.2014.938317.