View
50
Download
0
Category
Preview:
DESCRIPTION
Disparities in Student Attainment:. Dr Debra Cureton Ruth Fairclough. Overview. Context General findings Institutional data DiSA and Contribution to the literature. DISA: Disparities in Student Attainment. Funded by. Academe *. Relationship. Cultural and Social Capital *. - PowerPoint PPT Presentation
Citation preview
Disparities in Student Attainment:
Dr Debra CuretonRuth Fairclough
Overview
• Context• General findings• Institutional data• DiSA and Contribution to the literature
DISA: Disparities in Student Attainment
Funded by
General Findings
Academe*
Cultural and Social Capital*
Relationship
Psychological Processes
What does this mean?
Where do our students live?• Medians compared as data not normally
distributed – WLV White median IMD 18.1– WLV BME median IMD 37.9– Coventry White median IMD 14.0– Coventry BME median IMD 29.3
• BME students come from areas with all levels of deprivation
• White students come from areas with relatively low levels of deprivation
• The population of high deprivation areas in the West Midlands are ~ 70% White (ONS, 2011)
Wolverhampton: Majority of White students from areas with IMD < 25Majority of BME students from areas with IMD > 35
Coventry: Majority of White students from areas with IMD < 25BME students distributed quite evenly across areas – more evenly distributed than any other group
If students were recruited based on the diversity within the local population (ONS 2011), the red line should always be well above the black line for both institutions in all areas, regardless of IMD
Impact of IMD on classification of degrees
Wolverhampton: The higher the classification, the lower the IMD of home postcode, for both groups of students except third and failsANOVA completed – statistically significant differencesThis implies Social Capital is a significant driver for ‘good’ honours at Wolverhampton
Coventry: Higher IMD for 2.2 classifications – less deprived areas in general, IMD seems to have less of an effect on ‘good’ honours at this institution.Pattern still evident to some extent for BME studentsNote Coventry have VERY FEW white students from areas with high IMD
General Findings
Academe*
Cultural and Social Capital*
Relationship
Psychological Processes
We
Newbies
Us
Them University
LecturesResources
Systems
Social, Cultural and Intellectual Capital
Threat: University Environment
Skills
Pedagogy of care
Challenge
Attainment Knowledge
Aspiration Raising
Quality of Lecture and Student Relationship
-VE: Stereotyping leads to the generation of the Pygmalion Effect & Folk Pedagogies
+VE: students seen as individual Lecturers are Interlocutors through what they say, do and how they are.
Becoming
Making the group boundaries permeable
DISA Interventions
Can mediate threat
DiSA: Student and Lecturer Relationship Process
Class size, assignment type,
personal interaction with students
Clarity
Partnership & Exchange
Student vs 2:2 StudentPrevious
Experiences
Neurology
Towards State
Away State• Perceived threat• Natural state • Activates the amygdala• Negative neurotransmitters• Causes ‘close down
• Perceived threat• Natural state • Activates the amygdala• Negative neurotransmitters• Causes ‘close down
• Everyone is a foe• Disengaged• Disinterested• Tunnel vision• Lack of creativity
• Everyone is a foe• Disengaged• Disinterested• Tunnel vision• Lack of creativity
• Human default setting• Lasts longer• More likely to happen• Fast acting • Harder to change state
• Human default setting• Lasts longer• More likely to happen• Fast acting • Harder to change state
Towards state is activated by:•perceived equality in status•Feelings of autonomy •perceived fairness•good relationships
Towards state is activated by:•perceived equality in status•Feelings of autonomy •perceived fairness•good relationships
Away state is activated by:•perceived lower status•lack of autonomy •perceived unfairness•distance in relationships
Away state is activated by:•perceived lower status•lack of autonomy •perceived unfairness•distance in relationships
Positive experiences *•Encourages attention•Greater enjoyment•Greater learning potential
Positive experiences *•Encourages attention•Greater enjoyment•Greater learning potential
Negative experiences•In the brain social pain = physical pain•More likely to remember –ve things•1 x –ve requires 3 x +ves to balance
Negative experiences•In the brain social pain = physical pain•More likely to remember –ve things•1 x –ve requires 3 x +ves to balance
DiSA’s Contribution to the Knowledge
Facilitating the ‘Good Degree Student’Challenge stereotypical thinking
Re-engage the disengaged
Open up those who have been closed down
Raise aspirations
Be an interlocutor
Foster good relationship with all
See students as individual
Show that you want to teach
Encourage interactive relationship
Be a good communicator
One small change can make a big difference
Recommended