What are the experiences of Black, Asian and minority ethnic students in relation to their progression on an undergraduate social work course in one university in England?
This research explored the progression experiences of Black, Asian and minority ethnic (B.A.M.E) social work students that were failing and those that were successful on the undergraduate Social Work Degree. Extant empirical literature found that B.A.M.E students have different experiences of social...
| Publicado en: | Social Work Education Vol. 41; no. 8; pp. 1748 - 1768 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=159811390&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 159811390 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Dec2022 vid: 41 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 159811390 10.1080/02615479.2021.1960305 ppf: 1748 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 464KB tig: atl: What are the experiences of Black, Asian and minority ethnic students in relation to their progression on an undergraduate social work course in one university in England? aug: au: Sangha, Jas affil: School of Education and Social Care, Anglia Ruskin University, Chelmsford, UK su: United Kingdom Minority students Asian students Race discrimination Social services Social work education Higher education Young adults sug: subj: Minority students Asian students Race discrimination Social services Social work education Higher education Young adults United Kingdom Other Individual and Family Services keyword: Asian and minority ethnic students Black community cultural wealth grounded theory progression experiences racial discrimination self-concept social work Asian and minority ethnic students Black community cultural wealth grounded theory progression experiences racial discrimination self-concept social work ab: This research explored the progression experiences of Black, Asian and minority ethnic (B.A.M.E) social work students that were failing and those that were successful on the undergraduate Social Work Degree. Extant empirical literature found that B.A.M.E students have different experiences of social work education and disproportionately experience progression problems compared to their white counterparts. The research was conducted using constructivist grounded theory with data collected and analysed concurrently, through an iterative process and the use of the constant comparison method. The research was conducted at an English post-1992 city-based university, and data collection involved individual interviews with 16 B.A.M.E participants at different stages of progression and analysis of university records. The findings from this research explain the lived experience of B.A.M.E social work students, especially in relation to how students understand and evaluate their self-concept with clarity, their experiences of racial discrimination, and in how students are supported to nurture their community cultural wealth. These key concepts are interdependent and there is power inherent in each of these areas. Guidance has been developed on how students can be supported to nurture their community cultural wealth in developing high self-concept clarity, tackling inequalities and enabling a more successful course progression. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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