The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Experiences of black and minority ethnic (BME) students in higher education: applying self-determination theory to understand the BME attainment gap
Open accessAbstract
British university students from black and minority ethnic (BME) backgrounds are less likely to achieve a ‘good’ degree classification than white students, despite taking prior attainment into account. To examine this gap, the current study conducted focus groups with 17 BME students studying health and social care related subjects to understand their experiences of learning and teaching. This was theoretically informed by self-determination theory, which proposes that achieving one’s full potential for learning, alongside experience of wellbeing, is supported by environments that help individuals to meet their needs for relatedness, competence, and autonomy. Thematic analysis revealed that BME students encountered many obstacles that inhibited their experience of fulfilment of these three needs, which often undermined their initial desire to achieve their full potential. The findings are discussed in light of how universities can support BME students to achieve their full potential, and in doing so, address the BME attainment gap.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Research indicates that Black university students in the UK and elsewhere often face both overt and subtle forms of racism, feelings of alienation and exclusion, and racial disparities in retention and graduation rates compared to their White peers”
From Reframing the impostor phenomenon for Black college students (2024) · cites this paper as Bunce et al., 2021
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
null (2016) · Philosophy Study · doi:10.17265/2159-5313/2016.09.003 · Cited by 28,317
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666 · cited 2×
“SDT has broadened our understanding of the experiences of BME students in higher education, and is of significance for academics and institutions whose aim is to support students’ natural tendency for intrinsic motivation (Ryan and Deci 2000).”
BackgroundS., N. L. (2017) · doi:10.1177/1609406917733847 · Cited by 14,051
Braun, V., & Clarke, V. (2012) · APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. · doi:10.1037/13620-004 · Cited by 10,299
The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.
Clance, P. R., & Imes, S. A. (1978) · Psychotherapy: Theory, Research & Practice · doi:10.1037/h0086006 · Cited by 2,212
Flagged first, then by citations
Research works printed but not linked: 31
- Bernard C., 2011, Diversity and Progression Among Social Work Students in England
- 10.1093/bjsw/bct055 · DOI
- Broecke S., 2007, Ethnicity and Degree Attainment
- Connor H., 2004, Why the Difference? A Closer Look at Higher Education Minority Ethnic Students and Graduates
- Davies C., 2012, Compass: The Journal of Learning and Teaching at the University of Greenwich, 5, 1
- 10.1177/0146167201278002 · DOI · Paper page
- 10.1207/s15326985ep2603&4_6 · DOI
- 10.1002/berj.3019 · DOI
- Equality Challenge Unit & Higher Education Academy, 2008, ECU Ethnicity, Gender and Degree Attainment Project Final Report
- Flick U., 2018, An Introduction to Qualitative Research
- 10.1080/02615479.2015.1077215 · DOI
- 10.1111/j.1475-5661.2010.00407.x · DOI
- 10.1080/13562510802602681 · DOI
- 10.1136/bmj.311.7000.299 · DOI · Paper page
- 10.1080/02615479.2015.1046429 · DOI
- 10.5456/WPLL.20.1.79 · DOI
- 10.1177/1477878509104318 · DOI · Paper page
- NUS, 2011, Race for Equality: A Report on the Experiences of Black Students in Further and Higher Education
- 10.1080/1361332990020104 · DOI
- Parkman A., 2016, Journal of Higher Education Theory and Practice, 16, 51
- Patton M. Q., 1990, Qualitative Evaluation and Research Methods
- 10.1080/03075070309290 · DOI · Paper page
- 10.1080/03075070701794783 · DOI
- 10.1080/0309877X.2013.858680 · DOI
- 10.1177/1475240916635895 · DOI
- 10.3233/EFI-2004-22201 · DOI · Paper page
- Sims J. M., 2007, Not Enough Understanding? Student Experiences of Diversity in UK Universities
- Smith S., 2017, Journal of Perspectives in Applied Academic Practice, 5, 48
- 10.1080/02601370.2011.588463 · DOI
- Weissglass J., 2004, Education Week, 20, 49
- 10.1136/bmj.a1220 · DOI
Cited by
Sorted by citations
Stoll, N., Yalipende, Y., Byrom, N. C., Hatch, S. L., & Lempp, H. (2022) · BMJ Open · doi:10.1136/bmjopen-2021-050720 · Cited by 45
Ong, A. K. (2022) · Sustainability · doi:10.3390/su142316041 · Cited by 41
“[12] and Ryan and Deci [13], SDT is a theory usually considered for the education setting.”
BackgroundOng, A. K. S., Prasetyo, Y. T., Pinugu, J. N. J., Chuenyindee, T., Chin, J., & Nadlifatin, R. (2022) · International Journal of Science Education · doi:10.1080/09500693.2022.2036857 · Cited by 39
“Usually, this framework is used in educational settings (Bunce et al., 2019; Ryan & Deci, 2020).”
BackgroundMethodBatty, L. C., & Reilly, K. (2022) · Journal of Biological Education · doi:10.1080/00219266.2021.2012227 · Cited by 41
“There is a strong theme throughout the research that the sense of isolation, lack of relatedness to both students and staff and the differences in culture all impact BAME student participation and learning (Bunce et al. 2021).”
Background“ Intensely white” : psychology curricula and the (re)production of racism
Gillborn, S., Woolnough, H. M., Jankowski, G. S., & Sandle, R. V. (2021) · Educational Review · doi:10.1080/00131911.2021.1978402 · Cited by 29
“…a significant degree awarding gap between white students and students of colour in the UK, with a 23% point awarding gap between white students and Black African and Black Caribbean students specifically (Bunce et al., 2019; Smith, 2017; Universities UK & National Union of Student [NUS], 2019).”
Background
Metadata
- Authors
- Bunce, L., King, N., Saran, S., & Talib, N.
- Affiliations
- Oxford Brookes University (GB)
- Corresponding author
- Bunce, Louise
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2019-07-20
- Volume
- 46
- Issue
- 3
- Pages
- 534-547
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2963001750
- Cited by
- 108
- References
- 35
- Citations by year
- 2026: 9 · 2025: 19 · 2024: 20 · 2023: 25 · 2022: 21 · 2021: 9 · 2020: 4
- FWCI
- 22.93
- Type
- journal article
- Language
- en
- Open access
- green
- radar.brookes.ac.uk
- Licence
- cc-by-nc-nd
- Locations
- Studies in Higher Education (publishedVersion)
- Radar (Oxford Brookes University) (submittedVersion, cc-by-nc-nd)
- Funders
- Johns Hopkins University
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Keywords
- Black and minority ethnic students, self-determination theory, student experience, learning and teaching, relatedness, competence, autonomy, student well-being, health and social care education, university student support
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
