1. HEA STEM (Psychology) Conference in Collaboration with University of West London Workshop 2: Supporting diversity- Black & Minority Ethnic students’ experiences of HE in the current climate. Dr Catherine Lido, University of West London & Dr. Lucy Solomon, University of West London With Professor Mary Stuart, University of Lincoln Dr Jessica Morgan, University of Greenwich

2. Barriers to Higher Education (HE) Social Class (Gorard et al 1998, Marshall, 1997) First Generation students Debt (Leonard et al, 2006) Mature, non-A-level (Purcell, 2005) Gender? = ‘ Non-traditional students’

3. Minority Ethnic Groups (MEGs) in UK HE Students from MEGs face barriers in terms of HE experiences & outcomes (e.g. Stuart, 2006; Wakefiled 2006) Belonging/alienation (Connor et al., 2004) Student satisfaction (Surridge, 2006) Degree attainment (e.g. Richardson 2008)

4. ‘Ethnicity, Gender & Degree Attainment Project’ ‘[T]he causes of degree attainment variation with respect to gender and ethnicity were found to be unlikely to be to single, knowable factors… even after controlling for the majority of contributory factors, being from a minority ethnic group…was still found to have a statistically significant and negative effect on degree attainment” (Higher Education Academy Report, 2008,p.2).

5. MEGs in UK HE BME students at UK Unis more than doubled 8.3% in 1995-06 to 16% in 2007-08 (HESA/ ONS 2010) Reflects growth in the overall numbers of ethnic minorities aged 18-24 Majority of ‘Old’/Russell Group universities had below average ethnic minority student %. – 7.6% University of Newcastle – 10% University of Bristol – 11.3% Leeds University

6. UWL Ethnicity demographics Full-time FTEEnrolments Origin Number% % White - British, Irish or Scottish 2,177.929%2,72730% Other White background 818.1 11%96310% Black, Black British or other Black background 1,787 24% 2,216 24% Asian, Asian British or Chinese 1,506.620%1,93721% Mixed or other ethnic background 658.29%7989% Information refused or not collected 452.7 6% 555 6% Total7,400.59,196

7. Recent HESA Ethnicity in HE Stats Ethnicity of UK domiciled students Ethnicity 2009/102010/11 White16480701646875 Black118290119835 Asian173075175020 Other (including mixed)7366576225 Not known7451555120 Total UK domicile20876152073070 Detailed ethnicity stats: Free online data tablesFree online data tables By subject in publication intro: Table J [xls 40 KB]; Chart 7publication introTable J [xls 40 KB]Chart 7

8. The current HE Landscape: Impact of the recession 2008- 2010 Education: key findings from the Office of National Statistics The proportion of those aged 19 to 24 NEET (‘not in education, employment, or training’) increased during recession years (except in London) The number of applicants for higher education courses grew significantly The number of accepted applicants did not rise at the same rate, leaving approx. 212,000 applicants denied entry in 2010 (up by approx. 52,000 from the previous years) The difference between demand and supply for higher education has changed significantly; some areas saw rises of over 70 per cent in the number of applicants not accepted for entry in these recession years (e.g. north/ west & midlands)

9. Research Program Collaboration with Prof. Mary Stuart (VC Lincoln) Contribute to a more rounded sense of ‘the learner’ Practical implications for non-traditional students’ engagement, positive student experience & higher degree outcomes Hence interest in informal learning beyond the classroom… Even more important given the hostile climate to widening participation and inclusion…

10. Summary Students educational experiences (early & HE) mediated by demographic factors Ethnicity, SES, gender, religion & age affect: Focus on study and/or friendship at Uni Expectations, knowledge & uptake of peer, teacher and Uni support. UniID with, and/or comfort zone around, Uni Positive HE outcomes & experience

11. Discussion What factors do you think are key to ethnic minority students’ success?: – prior to Uni? – upon entering Uni? – within the classroom? – external to the classroom? How can this inform our teaching practice? What might be some policy implications? What might be some practical implications for student support (workshops? Online tools?)