scholarly journals Understanding Pedagogic Discrimination: Strategies for improving performance of ethnic minority students in Higher Education

2011 ◽  
Vol 29 (3) ◽  
pp. 31-34
Author(s):  
Eddie Blass ◽  
Kathy Weston
Keyword(s):  
Higher Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students

Creating employable graduates: the case of ethnic minority students in Greece

2016 ◽  
Vol 8 (2) ◽  
pp. 196-209
Author(s):  
Antonios Panagiotakopoulos
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Developed Countries ◽  
Teaching Staff ◽  
Widening Participation ◽  
Content Type ◽  
Ethnic Minority Students ◽  
Graduate Employability

Purpose – The purpose of this paper is to explore the main barriers to employability skills development of ethnic minority students in the context of higher education (HE) in Greece and recommends strategies to help higher education institutions (HEIs) overcome those barriers. Design/methodology/approach – The study draws on a series of in-depth interviews conducted with 20 ethnic minority students and ten “traditional” students studying at three institutions of HE in Greece. Findings – The study shows that there are many barriers facing ethnic minority students in HE including: poor self-esteem; lack of good advice about HE courses; isolation once in HE; discrimination by staff in HE; and unresponsive curriculum to ethnic diversity in HE. In this context, it is argued that there is an immediate need for decision makers in HEIs to develop policies that target ethnic minority students in order to help them secure employment. It is suggested that HEIs should: provide opportunities for students to discuss concerns with teachers and counsellors; address issues of motivation, self-perception and self-efficacy; encourage teaching staff to adopt various teaching methods to accommodate different learning styles; decrease competitive, norm-referenced environments; use multicultural education and counselling techniques and strategies; and provide work placement opportunities. Practical implications – The paper suggests ways that can help HEIs embrace diversity and promote graduate employability among ethnic minority students in the context of widening participation agenda. Originality/value – The study fills a significant knowledge gap in the existing literature in relation to the measures that HEIs can take to enhance graduate employability among ethnic minority students particularly in less developed countries like Greece.

scholarly journals ‘Most Challenging? To Fit in with People While Remaining Myself.’ Social Integration of Second Generation Turks within the Dutch Higher Education Setting

2014 ◽  
Vol 19 (4) ◽  
pp. 27-38 ◽  
Author(s):  
Adél Pásztor
Keyword(s):  
Higher Education ◽  
Social Integration ◽  
Ethnic Minority ◽  
Minority Students ◽  
Second Generation ◽  
Social Fabric ◽  
Ethnic Minority Students ◽  
The Social ◽  
Recent Graduates ◽  
Fitting In

By focusing on second generation Turks in the Netherlands the paper aims to study the role of friends and peers in terms of ‘fitting in’ to a higher education setting. In-depth interviews with Turkish higher education students and recent graduates confirm the existence of certain ‘coping strategies’ which ethnic minority students employ in order to integrate into the social fabric of their university or college. Social integration is usually achieved through joining existing networks of ethnic minority students, creating new networks, or simply, keeping ‘old’ high school friends throughout university. However, in some cases students are willing to change their course, institution or type of study in order to improve their experience, all pointing to the high importance of social integration for many.

scholarly journals Ethnic Minority Students in the UK: Addressing Inequalities in Access, Support, and Wellbeing in Higher Education

2021 ◽  
Author(s):  
Julie Botticello ◽  
Titilayo Olufunmilyo West
Keyword(s):  
Higher Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Qualitative Methodology ◽  
Peer Interactions ◽  
Peer To Peer ◽  
Mental Wellbeing ◽  
Structured Interviews ◽  
Structural Racism ◽  
Ethnic Minority Students

This chapter focuses on UK higher education and how structural racism is perpetuated through inadequate attention to access, support, and wellbeing. Inequalities in higher education correspond with those in health, where there are marked disparities between ethnic majority and ethnic minority populations, as COVID-19 revealed. The research employed a qualitative methodology to explore students’ experiences of higher education at a widening participation university during lockdowns resulting from COVID-19. Twenty undergraduate students participated in focus groups and semi-structured interviews across the academic year 2020–2021. These were audio recorded, transcribed, and coded using thematic analysis. The findings reveal that ethnic minority students suffered from inadequate access to technology, insufficient attention to child-care responsibilities, a dearth of peer-to-peer interactions, and limited institutional support for mental wellbeing. Inclusive support services and welcoming learning environments, including space for peer-to-peer learning, however, were emphasised as enablers for effective learning and emotional wellbeing. This study has shown that inequalities in access, support and wellbeing in higher education remain. Overcoming these inequalities requires equitable access and support provisioning for ethnic minorities so that all students can fulfil their potentials, at university and after.

The Evolution of Ethnic Preferential Policies in the 21st Century

2022 ◽  
pp. 74-95
Author(s):  
Yuqi Lin ◽  
Jiaqi Li
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Ethnic Minority ◽  
Minority Students ◽  
Tertiary Education ◽  
Entrance Examination ◽  
Developmental Trend ◽  
College Entrance Examination ◽  
Ethnic Minority Students ◽  
New Perspective

Ethnic preferential policies for gaokao—the national college entrance examination—are important for students of ethnic minorities to be included in the tertiary education system in China. While these policies promote educational inclusiveness and guarantee the right to higher education for students of ethnic minority, evidence has indicated that these students are struggling to acquire equal higher education opportunities compared to their mainstream counterparts. Referring to Bourdieu's concept of cultural capital, this chapter contributes a new perspective to the existing discussion of ethnic preferential policies. The chapter examines Chinese ethnic preferential policies and relevant supporting policies in this century. It identifies the evolution of these policies, indicating the developmental trend and arguing that the inclusiveness of ethnic minority students should comprise more than adjusting the admission score. Instead, a more comprehensive approach should be taken to acknowledge and legitimise the existing cultural capital of ethnic minority students.

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