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Format: 1 Online-Ressource

ISBN: 9783031516177

Series Statement: Palgrave studies in race, inequality and social justice in education

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-51616-0

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-51619-1

Language: English

Keywords: Aufsatzsammlung

DOI: 10.1007/978-3-031-51617-7

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URL: Volltext  (kostenfrei)

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UID:

Format: 1 online resource (306 pages)

Edition: 1st ed. 2024.

ISBN: 3-031-51617-6

Series Statement: Palgrave Studies in Race, Inequality and Social Justice in Education,

Content: “This book presents a groundbreaking contribution to closing the degree awarding gap in higher education. A wholistic and insightful approach is offered that demystifies one of the most important and persistent problems in education and provides the reader with effective and actionable anti-racist initiatives to address it.” —Marcia Wilson, Professor, Pro Vice-Chancellor for Student Experience, London Metropolitan University, UK “A compelling book that provides a much-needed challenge to disturbing racial differences in academic attainment in UK universities. Richly theorised, it presents insightful analysis of the current disquieting state of play in higher education. A must-read for all those concerned about inequalities of race in British higher education.” —Diane Reay, Professor of Education, University of Cambridge, UK This book examines the structural and cultural factors that explain the persistence of an attainment gap between white and Black, Asian, and Minority Ethnic (BAME) students in UK universities. So-called ‘deficit’ approaches have long represented the orthodoxy in higher education strategy-making, yet they overlook the structural and institutional factors that reproduce attainment gaps. Whereas students already in possession of the right ‘academic capital’ are made to feel validated and empowered in their learning, BAME students – particularly those from working class backgrounds – may feel marginalised by dominant hierarchical cultures on campus. This book provides an important and unique contribution to the study of racial equity in higher education. Its chapters provide a breadth and depth of analyses which help explain the roots of the attainment gap, while offering reflections and commentaries on the necessary steps that universities must take in order to ensure equity for students from all backgrounds. Alexander Hensby is Senior Lecturer in Sociology at the University of Kent, UK. Barbara Adewumi is Senior Research Fellow in Student Success at the Centre for the Study of Higher Education at the University of Kent, UK.

Note: 1 Editors’ introduction: Race and the awarding gap -- 2 Race, class, and student choice: Negotiating competing rationalities -- 3 Becoming a higher education student: Managing expectations and adapting to independent learning -- 4 BAME students’ extracurricular belonging at university: building networks, representation, and capital -- 5 Bringing vocational qualifications into the inclusivity agenda: The case of the BTEC -- 6 The role of motivation in student engagement and attainment -- 7 Doing the work: Institutional policy, research, and practice for closing the white-BAME awarding gap -- 8 Academic Advising in the massified university: Facilitating meaningful staff-student interactions -- 9 Reflections on teaching and negotiating race in social work and sociology -- 10 Race equity and inclusive curriculum: Diversity Mark and making a lasting impression on the institution -- 11 Editors’ Conclusion.

Additional Edition: ISBN 3-031-51616-8

Language: English

DOI: 10.1007/978-3-031-51617-7

UID:

Format: 1 online resource (306 pages)

Edition: 1st ed.

ISBN: 3-031-51617-6

Series Statement: Palgrave Studies in Race, Inequality and Social Justice in Education Series

Note: Intro -- Foreword -- Reference -- Acknowledgements -- Race, Capital, Equity-Glossary of Terms -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- 1 Editors' Introduction: Race and the Awarding Gap -- Introduction: Race and Structural Complacency in Higher Education -- Race and Higher Education Policy: From Inclusion to Equity -- Theorising Race and Higher Education: Bridging Capital, Race, and Self-Determination -- Understanding the Problem, Pushing for Change: The Purpose of This Book -- Notes -- References -- 2 Race, Class, and Student Choice: Negotiating Competing Rationalities -- Introduction -- Ethnic Minorities in the UK Education System: Unpacking 'Home' BAME Students -- Metrics, Employability, and 'Ethnic Mix': Choosing a University and Degree Subject -- Conclusion -- Notes -- References -- 3 Becoming a Higher Education Student: Managing Expectations and Adapting to Independent Learning -- Introduction -- Adapting to Higher Education Learning: Expectations of Success, Scale-Shift, and Becoming Independent Learners -- Building Social and Academic Capital on Campus: Family, Networks, and Race -- Conclusion -- Notes -- References -- 4 BAME Students' Extracurricular Belonging at University: Building Networks, Representation, and Capital -- Introduction -- Social Adaptation, Inclusivity, and Discrimination on Campus -- Societies, Memberships, and Network Building -- BAME Student Representation on Campus: Kent Union and the African Caribbean Society (ACS) -- The Politicisation of Black Students on Campus: Black History Month and the Case of 'Zayngate' -- Conclusion -- Notes -- References -- 5 Bringing Vocational Qualifications into the Inclusivity Agenda: The Case of the BTEC -- Introduction -- The Post-16 Qualifications Landscape in England: The Rise of the BTEC. , Choosing BTEC: The Student Perspective -- BTEC Entrants' Transition into Higher Education -- Transitioning into Different Modes of Teaching, Learning, and Assessment -- Conclusion -- Notes -- References -- 6 The Role of Motivation in Student Engagement and Attainment -- Introduction -- Student Motivation: A Self-Determination Theory (SDT) Perspective -- Contextual Motivational Influences: The Role of Basic Psychological Needs -- The Research -- Motivational Differences between Student Groups -- Student Differences in Psychological Need Satisfaction -- Implications of the Research -- Concluding Thoughts -- References -- 7 Doing the Work: Institutional Policy, Research, and Practice for Closing the White-BAME Awarding Gap -- Introduction -- Phase One (2014-2016): From Student Deficit to Positive Action -- Phase Two (2017-2020): Increasing Resource and Scope for Greater Engagement -- Phase Three (2020-): Consolidation and Mainstreaming -- Lessons Learnt: Reflecting on the Student Success Journey -- Notes -- References -- 8 Academic Advising in the Massified University: Facilitating Meaningful Staff-Student Interactions -- Introduction -- Personalised Academic Tuition: Theory and Practice -- The Study -- From Tutor to Adviser -- Systemic Issues -- Adviser or Mentor? Establishing Meaningful Relationships -- What Can Be Done? Strategies and Systems for Enhancing Adviser-Advisee Relationships -- Concluding Thoughts -- Notes -- References -- 9 Reflections on Teaching and Negotiating Race in Social Work and Sociology -- Introduction -- Bridget Ng'andu: An Invitation to a Conversation about Race in Academia -- Teaching Race on Social Work Programmes -- Comfortable Spaces to Explore Difficult Issues -- Emotional Labour -- I Have a Voice -- Being on a Journey with Students and Colleagues -- Barbara Adewumi: Where 'I stand' in the Corridor of Academia. , Negotiating My Dual Existence in the Institution -- Teaching Social Work Is Good Work -- Is White Privilege a Real Thing? -- Teaching Alternative Truths in Sociology -- My Experience Matters -- Connecting with Students -- Conclusion -- References -- 10 Race Equity and Inclusive Curriculum: Diversity Mark and Making a Lasting Impression on the Institution -- Introduction -- Diversity Mark Reading List Review: The Genesis -- Diversity Mark Award -- Students as Co-producers of Knowledge -- Conclusion -- Notes -- References -- 11 Editors' Conclusion -- Introduction -- Theorising Inequity in Contemporary HE: Challenging Complacency -- Race Equality in the Context of Marketisation, Massification, and Professionalisation: Identifying Motors for Change -- Final Thoughts: The Wicked Problem of Racial Equity in Higher Education -- Notes -- References -- Index.

Additional Edition: ISBN 3-031-51616-8

Language: English

UID:

Format: XX, 204 p. 6 illus. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031516177

Series Statement: Palgrave Studies in Race, Inequality and Social Justice in Education,

Content: "This book presents a groundbreaking contribution to closing the degree awarding gap in higher education. A wholistic and insightful approach is offered that demystifies one of the most important and persistent problems in education and provides the reader with effective and actionable anti-racist initiatives to address it." -Marcia Wilson, Professor, Pro Vice-Chancellor for Student Experience, London Metropolitan University, UK "A compelling book that provides a much-needed challenge to disturbing racial differences in academic attainment in UK universities. Richly theorised, it presents insightful analysis of the current disquieting state of play in higher education. A must-read for all those concerned about inequalities of race in British higher education." -Diane Reay, Professor of Education, University of Cambridge, UK This book examines the structural and cultural factors that explain the persistence of an attainment gap between white and Black, Asian, and Minority Ethnic (BAME) students in UK universities. So-called 'deficit' approaches have long represented the orthodoxy in higher education strategy-making, yet they overlook the structural and institutional factors that reproduce attainment gaps. Whereas students already in possession of the right 'academic capital' are made to feel validated and empowered in their learning, BAME students - particularly those from working class backgrounds - may feel marginalised by dominant hierarchical cultures on campus. This book provides an important and unique contribution to the study of racial equity in higher education. Its chapters provide a breadth and depth of analyses which help explain the roots of the attainment gap, while offering reflections and commentaries on the necessary steps that universities must take in order to ensure equity for students from all backgrounds. Alexander Hensby is Senior Lecturer in Sociology at the University of Kent, UK. Barbara Adewumi is Senior Research Fellow in Student Success at the Centre for the Study of Higher Education at the University of Kent, UK.

Note: 1 Editors' introduction: Race and the awarding gap -- 2 Race, class, and student choice: Negotiating competing rationalities -- 3 Becoming a higher education student: Managing expectations and adapting to independent learning -- 4 BAME students' extracurricular belonging at university: building networks, representation, and capital -- 5 Bringing vocational qualifications into the inclusivity agenda: The case of the BTEC -- 6 The role of motivation in student engagement and attainment -- 7 Doing the work: Institutional policy, research, and practice for closing the white-BAME awarding gap -- 8 Academic Advising in the massified university: Facilitating meaningful staff-student interactions -- 9 Reflections on teaching and negotiating race in social work and sociology -- 10 Race equity and inclusive curriculum: Diversity Mark and making a lasting impression on the institution -- 11 Editors' Conclusion.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031516160

Additional Edition: Printed edition: ISBN 9783031516184

Additional Edition: Printed edition: ISBN 9783031516191

Language: English

DOI: 10.1007/978-3-031-51617-7

URL: https://doi.org/10.1007/978-3-031-51617-7

URL: https://doi.org/10.1007/978-3-031-51617-7