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.
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“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
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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
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“[12] and Ryan and Deci [13], SDT is a theory usually considered for the education setting.”
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“Usually, this framework is used in educational settings (Bunce et al., 2019; Ryan & Deci, 2020).”
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“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).”
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“…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
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