Empowering ‘Other’ Students: A Skills Intervention to Increase the Academic and Cognitive Abilities Of Mature Female Students from Black, Asian and Minority Ethnic Groups In Higher Education

This thesis addresses an under researched area of mature students in Higher Education fulfilling a myriad of identities. The study adopts an action research approach (Noffke and Somekh, 2013; Kemmis et al., 2014) that addresses the intersectionality (Crenshaw,1989; Hill Collins, 2015) they face. This study looks at the unique and particular challenges faced by ethnic minority women.

Many mature students, who increasingly, are making up a higher percentage of the student body, embark on a degree-level programme with the added burden of trying to fulfil the obligations of their multiple identities. For most female students from Black, Asian and minority ethnic (BAME) groups, socio-economic constraints make the pursuit of a higher-level qualification an almost impossible endeavour. However, the need to reinvent themselves and redefine their identities beyond those of wives, mothers and homemakers, makes the achievement of a university degree a necessary undertaking. Besides, a degree would (one might hope) also raise their status and perceived worth within their respective communities. Unfortunately, many of these female students embark on this journey ill-prepared, laden with attitudes, behaviours and internalised prejudices that impact negatively on their learning experiences. What ensues is disenfranchisement and a sense of alienation within their learning environment. Findings from this study showed that with the right support, mature students from BAME groups could develop self-appreciation and rid themselves of those encumbering attitudes. The unfortunate reality is that many higher institutions do not expect to provide the level of support needed by this historically marginalised group of students.

With particular focus on a London-based university, this study examines the academic difficulties experienced by students from BAME groups on a year-long top-up degree programme in health and social care. Influenced by action research (Noffke and Somekh, 2013; Kemmis et al., 2014), this thesis elucidates the steps taken to empower the students and improve their learning experiences. Tailored support, which involved the use of tools that encouraged critical reflection, over time, brought about changes in the students as they gained a better understanding of the reasons for their academic challenges.

As a theoretical framework, intersectionality (Crenshaw,1989; Hill Collins, 2015) provides an understanding of how various social identities, such as age, gender, race and class, intersect at individual, micro levels of experience to disadvantage particular groups of students academically. Intersectionality also highlights the importance of viewing academic challenges from a multilateral dimension, as opposed to one that is unilateral,
or even bilateral.