Case Study: Enhancing the Learning Experiences of BAME Students at a University: The University Role

Authors: Lim, H.J.

Journal: Social Policy and Society

Volume: 21

Issue: 1

Pages: 134-141

eISSN: 1475-3073

ISSN: 1474-7464

DOI: 10.1017/S1474746421000634

Abstract:

This case study examines the role of a university and academics in improving the learning experiences of BAME students, drawing on student-led participatory action research with Social Sciences BAME students at Bournemouth University (BU henceforth) between 2018-2020. The paper seeks to illuminate the critical role of the university by focusing on three inter-related facets at macro, meso and micro levels (Bronfenbrenner, 1979): financial and temporal/spatial support for students; collaboration between academic staff at departmental and faculty levels to address any issues that arose from student meetings; and its consequential impact on student wellbeing, self-worth and their overall engagement in their learning. I argue that to achieve the utmost improvement in BAME students' learning experiences, these different levels of the support system need to work together. I further argue that maximising the potentiality of 'ethnic capital' (Modood, 2004) could be a powerful resource that could bring significant changes to the experiences of BAME students and subsequent outcomes of their learning during and after university.

https://eprints.bournemouth.ac.uk/37572/

Source: Scopus