HEA Research Seminar Series 2009 Access and Success for All

HEA Research Seminar Series 2009 Access and Success for All

Higher Education students and Ethnicity: Lessons from Research

Professor Mary Stuart, Kingston UniversityDr Catherine Lido, Thames Valley University

Dr Jessica Morgan, Kingston University

Setting the context

UG Barriers to HE

• Social Class 1,2

• First Generation Students• Fear of Debt 3

• Differences in Cultural/Social Capital & Habitus 4

Minority Ethnic Groups (MEGs) in UK HE

Students from MEGs face barriers interms of HE experiences andoutcomes 5, 6

• Racial identity 7

• Belonging/alienation 8

• Degree attainment 9

• Student satisfaction 10

Context• Life history and interpretation• Social and cultural background• Community context and perceptions• Stages in personal development• Political and economic climate

Leads to a more rounded sense of ‘the learner’ – holistic approach – hence interest in informal learning beyond the classroom

WP in PG Education: Identifying Barriers & Creating Success (HEA)

• N=1,073 Students from all subjects (bar Arts) 47% Male, 53% Female; Aged 16-62• 2 Southeast University Locations (Diff. ‘Types’)

• Measured Barriers– Demographics and ‘Study Demographics’– Family background and HE experience– Actual debt, Attitudes to debt

Identified PG Barriers for Black/ Afro-Caribbean Students

• Highest in intentions to PG study, but…• Highest in Debt Worry• Highest in Actual Debt (loans, other…)• Lowest in Family HE experience• Lower in SES• Some differences in PG expectations= Fitting in/ cultural capital?

Thematic Analysis Findings• Success at UG level weakens PG barriers;• Family HE Experience: Encourages

support and feelings of ‘fitting in’/ belonging• Debt: is accepted as ‘natural’• BUT, individual differences in anxiety felt• Peers: key to a supportive environment &

ultimately success

Student Diversity, extra curricular activities and perceptions of graduate

outcomes (HEA)• N=1,000 Students from all a wide range of subjects• 4 Geographically and Demographically diverse HEIs in

UK• Large scale survey and focus groups• Measured:

-patterns of participation in ECAs-reasons for participation-perspectives from students, employers & alumni

MEG activity differencesWhite students do more of this:

– See friends (p<.01)– Visit pubs and bars (p<.01)– Visit shops and cafes (p<.05)– Watch films (p<.05)

Black students do more of this:– Visit the library (p<.01)– Pray (p<.01)– See family (p<.05)– Do business on line (p<.05)– Meet NEW friends on social networking sites (p<.01)– Have paid employment (p<.01)

Asian Students are doing more of this:– Visit the library (p<.05)– Visit the students union (p<.01)– Attend University clubs and societies (p<.01)– Pray (p<.01)– See family (p<.01)– Volunteer (p<.01)

Informal learning?Students from lower socio-economic groups: • Are less likely to engage in clubs & societies, or even other

hobbies (p<.01)

• Are less involved w/ Students Union (p<.06)

• Spend more time in paid employment (p<.01) • Are more likely to say their commitments & activities

negatively impact in their HE performance (p<.05)

This led us on to think more critically about the whole

experience for students and how this related to their

outcomes

Quantitative Findings

Current Project (ESRC)

We aimed to explore:• Different ethnic groups’ experiences of

social identity & belonging in UK HE• Factors affecting a positive HE experience

(for various student groups)• Factors affecting degree marks

SIT• Social Identity Theory 11

• In-group Affiliation= Positive Distinctiveness

• ‘Identity threat’ (HE environment)

• In-group identification (university and peers) key to self-esteem?

Belonging• “Cultural Capital”: Forms of

knowledge, skills, attitudes, expectations 4

• Social capital 12

• Make environments such as HE a comfortable/familiar place

• Institutional habitus 13

• Which affects success!

MethodPhase 1: Large scale survey (n=766)

Distributed in lectures to 2nd years @ 4 HEIs:

• 2 London post-92 Unis; 1960’s S.E England Uni; London Specialist Medical Institution.

Phase 2: Qualitative analysis (n=54)• Student Focus groups x 10 (n=46)

• Educational Life History Interviews (n=8)

Phase 3: Follow-up: 2nd year exam results (n=26)• Correlated with self-reported marks: r=.46, p<.01

Adapted Measures• Demographic factors 14

• Academic self-esteem 15

• Well-being at university 16

• Peer Support 17

• Marks (self-reported and actual, r=.46, p<.01)

New Measures• Comfort Zone (alpha=.71)How physically comfortable students feel in andaround campus. 4, 18

• University Identification (alpha=.86)Positive sense of connection with the universityincluding feelings of pride and identification withpeers. 19

Key findings• UniID and comfort zone = key predictors for

all students’ positive University experience• Predict Black & White students’ marks• Comfort zone more important for MEGs’

positive experience/ outcomes• UniID more important for White students’

positive experience/ outcomes

Regression models predicting Academic Self-esteem

WHITE BLACK ASIAN ARAB/PERSIAN

Predictors:UniID (β) .34*** .17* .18* -

Comfort Zone (β) .20*** .43*** .40*** .53*

Variance explained 20% 30% 24% 26%

R2 .19 .29 .23 .20

Model p value p<.001 p<.001 p<.001 p<.05

Regression models predicting Peer Support

WHITE BLACK ASIAN ARAB/PERSIAN

Predictors:UniID (β) .37*** .26** .26** -

Comfort Zone (β) .21*** .39*** .37*** .57**


R2 .22 .32 .26 .37


Regression models predicting Well-Being

WHITE BLACK ASIAN MIXEDRACE

Predictors:UniID (β) .21*** - .17* -

Comfort Zone (β) .23*** .43*** .38*** .40*


R2 .12 .16 .20 .24


Regression models predicting Marks

WHITE BLACK

Predictors:UniID (β) .11* -

Comfort Zone (β) .13* .21*

Variance explained 4% 6%

R2 .03 .05

Model p value p<.001 p<.05

Further ethnic group differences

Black students• More Academic Self-esteem & UniID than white peers (p<.01)

• Less peer support than all other ethnic groups (p<.01)

Asian students• Less well-being at university than white peers (p<.001)

• Less well-being & lower marks for Asian females (p<.01)

Mixed Race students• Less comfort zone than all other ethnic groups (p<.05)

• Less UniID than all other minority ethnic groups

All MEG students (particularly Arab/ Persian)Less comfort zone for lower SES students (p<.05)

Break for lunch....• Working lunch/discussion...• What do you think these results mean?• After lunch we will be discussing what we

think they mean, and presenting some qualitative findings.

Qualitative Findings

But first:what do you think our results mean?

Focus GroupsMain Themes:

Thematic Analysis using GT bottom-up coding framework

• Uni for friendship (comfort zone) vs. study (Uni ID)• Religion helps study• Group work (peer support) vs. individual study• Knowledge/uptake of support from peers & staff

MEG StudentsUniversity “for study”Many ethnic minority students...• Felt strong positive feelings such as pride and

connection with their Universities• Had a strong academic identity• Prioritised academic concerns over social life• Cf. Quant. findings for Black students

Some are slackers who don’t come in the whole year,but I have my own personal approach to my studiesand academic work. I’m determined to be successfulin what I do and hate failure, so I work as hard as Ifeel is needed to achieve good grades [‘Kwame’, Law Student, New Uni B]

There is a social scene here and people do invite meto join them but I prefer to focus on study untiloutside of exams. [‘Abde’, Engineering, New Uni B]

Religion helps study

Important for MEGs (esp. Black Christian),females and mature students:• Relieved stress of studies• Provided a social support network at uni• Helped them succeed academically• Encouraged continued course enrolment

Religion is the basis of my whole personality, how I handle things, itaffects my schoolwork, my motivation. That’s why I put on so mucheffort on my studies as I know from my experiences around myreligion that it will be worth it and that you get what you give. Abde, Engineering , Post-’92 university

I’m involved in church too and it helps my education, through prayer,because I pray for help, and it cools down my brain, helps me relax soits stress relief. Mercy, Nursing, Post-’92 university

Church is the only chance I get to see [my friends] and socialise, itsgood fun. It does relieve my stress as well. Nina, Nursing, Post-’92 univeristy

White Students

University “for friendship”

Many white students:• Felt positive about their social networks at

university & strongly supported by peers• Saw HE as a time for personal development,

socialising & ‘having fun’• Prioritised extracurricular concerns over academic

ones

The thing I love most about university is theatmosphere here, common interests and lots offriends, seeing people around on campus, everyone’sout and about and friendly . [‘Nicola’, Politics Student, 1960’s Uni C]

There’s no point being here and having a greatdegree but no good memories. So I wouldn’tsacrifice my good time. [‘Abi’, Media, 1960’s Uni C]

Educational Life History Interviews

Ethnic minority students:• Missing out on many benefits of social capital at

University (academic and social)• Compounded by early educational experiences, SES, age

and gender• Preference for individual study (e.g. not group work)• Less awareness and uptake of available support from

their peers, teachers and HEIs

‘Majdy’, Medical Student, Specialist Institution

I always worked alone at school as I was one of the few nerdykids, and the teachers left us alone

The careers advisor said medicine would be too difficult toget into considering the area and the school I was from

I prefer working alone at Uni as that’s just what I’m used tofrom school. I’m used to no one else being interested in whatI’m doing.

I’m worried that I’m not revising thoroughly enough and Ishould go and speak with someone but I'm not sure who.

White students:• More supportive early educational environments• Compounded by SES & family experience of HE• Expectations of collaborative & supported learning• Stronger social network at University• More confident to seek out extra help and support

from peers, teachers and HEIs

I’ll always go to my friends for help first, and then agroup of us will go and approach the teacher togetherif we’re still stuck. Problems are usually best sortedout this way.[‘Lauren’, Maths, 1960’s University]

When the workload’s bad we divide it up and helpeach other as a matter of survival, you have to. [‘Hugh’, Engineering, Post ’92 University]

SummaryStudents educational experiences (early & HE) mediated bydemographic factors affect:• Focus on study and/or friendship at Uni• Expectations, knowledge & uptake of peer, teacher and Uni

support. • Comfort zone around campus & and ID with Uni• Positive HE outcomes & experienceThe importance of comfort zone & cultural capital:• MEGs don’t want to spend time on campus• Cf. White students’ peer support “uni for friendship”

Questions and Discussion

• Have you had similar/different experiences at your institutions?

• What are possible strategies to address these inequalities?

• Plenary feedback at 2pm

Documents

HEA Research Seminar Series 2009 Access and Success for All