The influence of ethnicity on assessments and academic progression in a midwifery degree.
Background/Aims: Midwifery degrees require students to study for 3 years, during which they are assessed both academically and in practice placements. This study's aim was to explore year-by-year associations between assessment grades and students' ethnicity as they progressed through their degree....
| Publicado en: | British Journal of Midwifery Vol. 32; no. 2; pp. 58 - 64 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Mark Allen Holdings Limited
Feb2024
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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=ccm&AN=175235868&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175235868 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09694900 GHC jtl: British Journal of Midwifery issn: 09694900 maglogo: N pubinfo: dt: Feb2024 vid: 32 iid: 2 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 175235868 175235868 175235868 10.12968/bjom.2024.32.2.58 175235868 ppf: 58 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The influence of ethnicity on assessments and academic progression in a midwifery degree. aug: au: Gnanapragasam, Shauna affil: Senior lecturer, Faculty of Health, Education and Medicine, Anglia Ruskin University sug: subj: Education, Midwifery Students, Midwifery Ethnic Groups Academic Performance Evaluation Human Retrospective Design Colleges and Universities United Kingdom United Kingdom Chi Square Test Descriptive Statistics ab: Background/Aims: Midwifery degrees require students to study for 3 years, during which they are assessed both academically and in practice placements. This study's aim was to explore year-by-year associations between assessment grades and students' ethnicity as they progressed through their degree. Methods: Retrospective data collected at a single university in the UK were analysed using descriptive statistics. The cohort and variables were stratified by student ethnicity, year of study and assessment grades given for academic work and placement practice assessments. Results: While Black, Asian and minority ethnic students started with lower practice assessment grades in year 1, this improved such that there was no difference in attainment by year 3. In contrast, university academic grades were consistently lower for Black, Asian and minority ethnic versus White students, and this pattern did not change throughout the degree programme. Conclusions: The likely factor in lower final degree outcomes among Black, Asian and minority ethnic students is not from practice assessments but academic performance. Targeted interventions that recognise different learning styles and educational experiences in the university environment may address and improve this inequality in attainment. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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