'Race' and Academic Performance in International Higher Education: Black Africans in the U.K.

Autor/in	Zewolde, Solomon
Titel	'Race' and Academic Performance in International Higher Education: Black Africans in the U.K.
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 3, S.211-226 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Blacks; International Education; Higher Education; Foreign Students; Race; Academic Achievement; Academic Ability; Decision Making; Ethnicity; Foreign Countries; Racial Bias; Racial Differences; Educational Experience; Undergraduate Students; Universities; Student Attitudes; Racial Discrimination; Student Experience; Identification; Preferences; Student Characteristics; Critical Theory; Grading; Teacher Student Relationship; United Kingdom (England); Africa + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rasse; Abstammung; Schulleistung; Decision-making; Entscheidungsfindung; Ethnizität; Ausland; Racial discrimination; Rassismus; Rassenunterschied; Bildungserfahrung; University; Universität; Schülerverhalten; Racial bias; Studienerfahrung; Identifikation; Identifizierung; Kritische Theorie; Notengebung; Schulnote; Teacher student relationships; Lehrer-Schüler-Beziehung; Afrika
Abstract	U.K. higher education research routinely pinpoints the racialized nature of academic performance, but it often fails to even consider if racism contributes to such a pervasive racial or ethnic disparity. While research in the area often focuses on comparing the attainment of home white and ethnic minority students, little attention is given to the experiences of black African international students (BAIS), particularly in U.K. higher education. Using semi-structured qualitative interviews, this study documents how "race" shapes academic performance and achievement by exploring the experiences of 21 BAIS undergraduates studying in ten universities in England. Factors identified, inter alia, include racism and discrimination, and the analysis challenges the narrative of assessment as neutral and objective technology that rewards merit, and lifts the voices of BAIS which are normally silent in the literature about international student experience. 'Race' and ethnicity jeopardize perception of BAIS's academic ability and judgment of their assessed work. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01