Listening to Stories of Study: Identity and the Awarding Gap Experienced by Ethnic Minority Students in the Context of Distance Education

Autor/inn/en	Rai, Lucy; Simpson, Jennifer
Titel	Listening to Stories of Study: Identity and the Awarding Gap Experienced by Ethnic Minority Students in the Context of Distance Education
Quelle	In: Open Learning, 38 (2023) 2, S.149-164 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2020.1850250
Schlagwörter	Minority Group Students; Racial Differences; Ethnicity; Distance Education; College Students; Student Experience; Disproportionate Representation; Student Characteristics; Blacks; Asians; White Students; Foreign Countries; Student Attitudes; Student Motivation; Ethnic Stereotypes; Social Support Groups; English (Second Language); Self Esteem; Educational Attainment; United Kingdom + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Distance study; Distance learning; Fernunterricht; Collegestudent; Studienerfahrung; Black person; Schwarzer; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Schülerverhalten; Schulische Motivation; National stereotype; Nationales Stereotyp; Social support; Soziale Unterstützung; English as second language; English; Second Language; Englisch als Zweitsprache; Self-esteem; Selbstaufmerksamkeit; Bildungsabschluss; Bildungsgut; Großbritannien
Abstract	The disproportionately low degrees awarded to Ethnic Minority students are stark, representing an enduring challenge across the entire higher education sector including distance education. This paper reports on a study conducted in a distance learning university in the UK which employed a mixed-methods approach to explore the experiences of Ethnic Minority students. The paper draws on the concept of 'over-efforting' and research undertaken by Stevenson into personal educational histories. The methodology included quantitative analysis to provide a broad context with additional qualitative analysis of three case studies to provide rich, deep data. In combination, these data enable the authors to explore the significance of personal educational histories to understand the individual experiences of three students within the context of broader quantitative patterns. The paper offers some insights into these experiences in order to raise important questions about the impact of identities and personal educational histories on participating in tuition within the context of distance education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01