Experiences of Global Ethnic Majority Students in UK Higher Education: Evaluating Multiple Theoretical Frameworks to Understand the Ethnic Majority Awarding Gap

An award gap between Global Ethnic Majority (GEM) and White students has been an issue in UK higher education (HE) since the 1990s and its persistence overtime has motivated a lot of research. Many studies, however, have focused on UK-domiciled GEM students thus creating a knowledge gap on GEM International students. Additionally, recent findings offer insight into only a part of the equation by attributing poor performance in GEM students to unmet psychological needs of relatedness, competence, and autonomy based on the principles of self-determination theory (SDT). In including GEM International students and evaluating multiple theoretical frameworks, this study not only addresses the literary gap but also delves deeper to ascertain the most accurate and reliable depiction of the root cause of this phenomenon. The methodology comprised 2 focus groups examining the experiences of 7 GEM students in different courses. Developed themes were based on the theories of cultural deficit, Pierre Bourdieu cultural capital deficit, community cultural wealth, critical race, educability perspective and functionalism perspective. The themes were evaluated against the principles of SDT. Findings revealed discrimination and segregation of GEM students by staff and students alike because of their race. This highlighted critical race theory as a powerful underlying influence over the theories of cultural capital, community wealth and education function. Racism has been ingrained into the society such that its manifestations are admissible in the guise of lack in the GEM individual. This study poses a challenge to education institutions to take responsibility in curtailing racism among its members and thereby ensure suitable learning conditions for GEM students that promote their performance and bridge the award gap.