An investigation into BAME university students course experiences, achievement, aspirations and social inequalities

Research suggests that historically Black, Asian and Minority Ethnic (BAME) students are least likely to obtain a first-class or 2:1 degree as they continue to experience various magnitudes of disparities in HE (Pilkington, 2013). Moreover, BAME students and their white counterparts continue to have diverse university experiences. This presentation and poster will account for undergraduate BAME university students’ course experiences, achievement, aspirations and social inequalities regarding their degree outcomes, as well as lecturer’s, and support staff views and perspectives on the education of BAME students’.

A mixed method approach using semi-structured interviews and an online questionnaire was used to collect qualitative data within one English university. Data was coded using thematic analysis within an interpretivist approach. In total five BAME students were interviewed and then 31 BAME students completed an online questionnaire. Further data was collected from three academic lecturers and two university support staff.

The findings affirm that BAME university students encounter many barriers in their university and course experiences. Such barriers include what they perceived to be institutional racism, discrimination and lack of support that influences their academic outcomes. Furthermore, the findings discussed suggest that universities can better support BAME students by employing more BAME lecturers and support staff, offering tailored support for BAME students from a working-class background and implement more training to improve cultural awareness and inclusive practices amongst all staff. It is likely BAME aspirations and study practices will be enhanced if universities, commit lecturer and staff time to one to one support for BAME from diverse social background.