"Aspirations of People Who Come from State Education Are Different": How Language Reflects Social Exclusion in Medical Education

Autor/inn/en	Cleland, Jennifer; Fahey Palma, Tania
Titel	"Aspirations of People Who Come from State Education Are Different": How Language Reflects Social Exclusion in Medical Education
Quelle	In: Advances in Health Sciences Education, 23 (2018) 3, S.513-531 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cleland, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9809-2
Schlagwörter	Medical Education; Social Isolation; Academic Aspiration; Access to Education; Qualitative Research; Interviews; Admissions Officers; Deans; Medical Schools; Data Analysis; Discourse Analysis; College Applicants; Student Diversity; Equal Education; Word Lists; Word Frequency; Language Usage; Barriers; Stereotypes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Soziale Isolation; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Interviewing; Interviewtechnik; Dean; Dekan; Auswertung; Diskursanalyse; College applications; Studienbewerber; Wortliste; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachgebrauch; Klischee; Ausland; Großbritannien
Abstract	Despite repeated calls for change, the problem of widening access (WA) to medicine persists globally. One factor which may be operating to maintain social exclusion is the language used in representing WA applicants and students by the gatekeepers and representatives of medical schools, Admissions Deans. We therefore examined the institutional discourse of UK Medical Admissions Deans in order to determine how values regarding WA are communicated and presented in this context. We conducted a linguistic analysis of qualitative interviews with Admissions Deans and/or Staff from 24 of 32 UK medical schools. Corpus Linguistics data analysis determined broad patterns of frequency and word lists. This informed a critical discourse analysis of the data using an "othering" lens to explore and understand the judgements made of WA students by Admissions Deans, and the practices to which these judgments give rise. Representations of WA students highlighted existing divides and preconceptions in relation to WA programmes and students. Through using discourse that can be considered othering and divisive, issues of social divide and lack of integration in medicine were highlighted. Language served to reinforce pre-existing stereotypes and a significant 'us' and 'them' rhetoric exists in medical education. Even with drivers to achieve diversity and equality in medical education, existing social structures and preconceptions still influence the representations of applicants and students from outside the 'traditional' medical education model in the UK. Acknowledging this is a crucial step for medical schools wishing to address barriers to the perceived challenges to diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01