Addressing Attainment Gaps in Social Work and Social Care Education David Nilsson, Keith Davies, Susan Watson, Kathleen Henderson & Rochelle Watson

KU and the BME attainment gap What is the BME attainment gap? Why is this important for Kingston University? KU and the BME attainment gap What is Kingston’s approach? - value added measure - making a difference?

Making changes at KU Training - unconscious bias inclusive curriculum framework Students as partners and co-creation  curriculum consultants Sector engagement: HEFCE catalyst partners

Attainment in Department SWSC Mixed message no real gap on BA Working with Children and Young People need and desire for improvement on BA and MSW Social Work Ethical DNA!

Background literature and theory to inform the research Lucy Rai (2004) examined BME attainment gaps in social work education: – identified issues of language history and identity as significant for academic writing; - her research identified student concerns with identifying ‘hidden codes’ of academic conventions Lillis (2001) noted predominating ‘essayist literacy’ that potentially contributes to challenges for BME students with more limited linguistic choices. Rezaei & Lovorn (2010) Reliability and Validity of rubrics for assessment through writing Pierre Bourdieu (1977) theory of field and habitus: [(habitus) (capital) + field = practice.

Research Approach Analysis of existing student attainment data Focus-group interviews with BME students from first-year of study Semi-structured brief interviews with teaching staff re assessment approaches Findings to inform ‘action plans’ – first-step of future participatory action research

Preliminary themes from focus-groups Cultural considerations: - Going to university not seen as a right of passage for many BME people; - cultural expectations to get married after finishing school – different gender expectations in some cultures; few role-models in family or community; sometimes limited family support for higher education; Parents lack of understanding of the educational system In some cultures strong pressure to achieve – ‘backfires’ when the student gives up Anxiety in speaking to lecturers of opposite sex for some students (cultural/religious reasons) SW Journals/Case studies used portray ethnic minorities in a negative stereotypical way*

Preliminary themes from focus-groups English as a second language creates barriers Many BME students struggle financially to attend university; many single-parent families; mature students with pressures of extra responsibilities Many BME students unaware of attainment gap Unconscious bias of university staff (Admissions; academic staff; LRC/library staff) Lack of nurturing from staff Predominance of white lecturers* (lack of diversity) Service-users/guest speakers/visiting SWs have mainly been white (lack of role models)

Preliminary themes from focus-groups For some the degree outcomes are seen as less important than obtaining the degree Lack of understanding about degree outcomes/qualifications at the outset Access to writing skills prior to commencement may assist Inform new students about the existence of a BME group Felt welcomed at the start when they saw Wilson – inspiring – want more of this imagery. Mentoring by other ethnic students The potential for high degree outcomes should be reinforced at the start of the course

Challenges and issues in exploring this topic Researchers are all white Engaging students into the research process Some student scepticism about existence of BME attainment gap Potential for research to unconsciously reinforce ‘deficit’ model with students Limitations of ‘resources’ Multi-dimensional nature of topic Organisational pressures for solutions/interventions

Comments, Questions and Discussion You have all chosen to attend this particular workshop so may have an interest in, or views on, the BME attainment gap. What are your thoughts about this?