Lived experiences of BAME students uncovered through reflective diaries: case study

Nicholson, Dawn ORCID: https://orcid.org/0000-0001-8402-9481 (2022) Lived experiences of BAME students uncovered through reflective diaries: case study. UK Higher Education Award Gap Group.

Preview

Accepted Version Available under License In Copyright. Download (307kB) | Preview

Abstract

Persistent awarding gaps are evidence of continued structural race inequality in HE. Quantitative data that demonstrate institutional and national awarding gaps, connect with our cognitive selves. Here, we inform our work to close award gaps while at the same time gathering evidence that evokes our affective consciences. First year undergraduates maintained reflective diaries during their first term at university, providing first-hand accounts of the lived experiences of Black, Asian and Minority Ethnic (B.A.M.E.) students. Analysis highlights negative influences on sense of belonging, identity safety, and engagement with curricula (e.g. racist attitudes, absence of anti-racism, home and family circumstances, lack of representation in curricula). Positive influences include diversity awareness-raising learning activities, friendship groups, and social learning. Outputs comprise eight themed videos of narrated diary extracts. These authentic narratives provide compelling, impactful insights that, if used in staff development, may evoke an affective response that promotes action planning for race equality.