Understanding the 'Degree Awarding Gap' in Geography, Planning, Geology and Environmental Sciences in UK Higher Education through Peer Research

Autor/inn/en	Singh, Shivani; Pykett, Jessica; Kraftl, Peter; Guisse, Abdourahamane; Hodgson, Edward; Humelnicu, Uma Elena; Keen, Natasha; Kéïta, Sarah; McNaney, Niamh; Menzel, Alice; N'dri, Kouadio; N'goran, Kouamé Junior; Oldknow, Grace; Tiéné, Raïssa; Weightman, William
Titel	Understanding the 'Degree Awarding Gap' in Geography, Planning, Geology and Environmental Sciences in UK Higher Education through Peer Research
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 2, S.227-247 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pykett, Jessica) ORCID (Kraftl, Peter) ORCID (Menzel, Alice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.2007363
Schlagwörter	Geography Instruction; Academic Degrees; Educational Attainment; Critical Race Theory; Student Attitudes; Ethnic Groups; Minority Group Students; Comparative Analysis; White Students; Student Characteristics; Informal Education; Student Organizations; Interpersonal Relationship; Caregiver Role; College Faculty; Educational Policy; Foreign Countries; Foreign Students; Educational Experience; Equal Education; Diversity; Inclusion; United Kingdom + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Schülerverhalten; Ethnie; Informelle Bildung; Nichtformale Bildung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fakultät; Politics of education; Bildungspolitik; Ausland; Bildungserfahrung; Inklusion; Großbritannien
Abstract	This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a 'good' degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the 'degree awarding gap' through student and staff co-design of policies and actions that will not only confront, but also subvert exclusionary cultures of Whiteness in its various manifestations across university life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01