An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university

ABSTRACT

Black and minority ethnic (BME) students are less likely to achieve a first or upper-class second degree than White students. This evaluation investigated the experiences of BME Health and Social Care students at a London university of the hidden curriculum, thematically analysed through a critical race lens. Four overarching themes were identified, (1) super-visible ethnicity, (2) the negative depiction of BME lived experiences, (3) self-depreciation and self-confidence and (4) separation. Recommendations at an institution-level are made in the areas of staff diversity, language support, student registration experiences and canteen costs. Recommendations at a course-level are made in the areas of co-creation of the curriculum, student belonging, academic and literacy skill development. The recommendations are underpinned by a critical pedagogy, including culturally sensitive teaching strategies and the development of meaningful staff-student partnerships. The recommendations made may be applicable to other Higher Education Institutions with a diverse student cohort where the attainment gap is prevalent.

KEYWORDS:

• Qualitative
• attainment gap
• education
• critical pedagogy
• inclusion
• diversity
• BME

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Justin Webb

Justin Webb is a senior lecturer in Public Health. Justin has been working in the field of public health for over ten years, both as a practitioner and as a researcher. Justin’s research interests are in the education, behavioural and social sciences and their link to public health.

Ryan Arthur

Ryan Arthur is an academic mentor and associate lecturer. Ryan is an experienced learning developer with a demonstrated history of working in higher education, skilled in academic writing, research, lecturing and teaching.

Pansy McFarlane-Edmond

Pansy McFarlane-Edmond is a senior lecturer in Early Childhood Studies with over 30 years experiencing working within the field. Of these, 21 years included management and strategic leadership positions within the private sector, local authorities, education and the NHS.

Thomas Burns

Thomas Burns is a senior lecturer in Education with a focus on curriculum evaluation and design and facilitating student learning. Tom’s research interests include widening participation, creative teaching strategies, visual learning, ludic pedagogy and e-learning.

Digby Warren

Digby Warren heads up the London Metropolitan University Centre for Professional and Educational Development and is an expert in teaching, learning and curriculum development as-well-as staff professional development. Digby is an experienced editor, academic author and research supervisor. Digby’s specialisms include holistic approaches to education and personal development, facilitating learning and working in contexts of cultural diversity.