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Addressing the BME Attainment Gap: Strategies for Student Success and Inclusion

This project, led by Dr. Helen Barefoot from the University of Hertfordshire, aims to understand and reduce the attainment gap affecting Black and Minority Ethnic (BME) students. By analyzing demographic data, ethnicity-specific degree outcomes, and providing actionable strategies for educators, this initiative seeks to foster an inclusive educational environment. Recommended practices include learning students' names, encouraging participation, addressing biases, and using anonymous marking to enhance BME student success. Resources from various universities are also highlighted for further guidance.

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Addressing the BME Attainment Gap: Strategies for Student Success and Inclusion

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  1. BME Success Project;Reducing the BME attainment gapDr Helen Barefooth.barefoot@herts.ac.uk@helenbarefoot

  2. UK and UH demographics UK- domicile students by country and ethnicity (Blandford et al., 2011)

  3. National picture regarding BME student performance and UH context Percentage of good degrees awarded according to ethnicity (Data includes both Home/EU and Overseas students) (UH 2009-2010) UK-domiciled first degree undergraduate qualifiers obtaining a good degree by academic year and ethnicity (Blandford et al., 2011)

  4. Employment

  5. Building understanding of the BME attainment gap to inform the Equality Objectives

  6. Student Challenges

  7. Equality Objectives

  8. Top Tips to support BME student success • Learn student names • Invite participation from all students • Manage student groups to move students beyond friendship groups • Assess your own racial or cultural biases • Consider opportunities for students to be inspired by BME role models (e.g. guest lecturers, video clips or interviews) • Whenever possible, use anonymous marking

  9. Toolkit Development http://tinyurl.com/7gmmmnu

  10. Inclusive group work 4 2 3 5 3 4 1 2 4 3 1 4 5 5 5 3 5 2 2 4 1 5 4 1 3 1 3 1 2 2 Tutor’s desk • Set first task in pairs e.g. checking understanding of previous seminars • Set next task in 3s and give people roles in the group

  11. Developing the Graduate Attributes

  12. Useful resources • University of Hertfordshire Curriculum Design Toolkit Inclusive Culture project work • Guidance on teaching in racially diverse classrooms on Harvard’s website (The Derek Bok Centre for Teaching and Learning):  TEACHING IN RACIALLY DIVERSE COLLEGE CLASSROOMS • Guidance on many aspects associated with inclusive teaching from Sheffield University's Centre for Excellence in Inclusive Teaching (including case studies plus hints and tips) http://www.shef.ac.uk/lets/projects/inclusivelandt • The Open University's guidance on Inclusive teaching http://www.open.ac.uk/inclusiveteaching/index.php • The Higher Education Academy's weblinks to Inclusive Teaching http://www.heacademy.ac.uk/resources/detail/subjects/psychology/Teaching_practice_issues_Accessibility_and_Inclusive_Practice • National Union of Students’ Race for Equality report http://www.nus.org.uk/en/campaigns/blackstudents/race-for-equality/

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