Persuasive Essay on Identifying the Primary Challenge Faced by Ethnic Minority Students Today
Introduction
The transition of students into university holds immense importance in their academic journey and achievements in higher education. Meanwhile, recent research has found notable obstacles in ensuring a cohesive shift from secondary or further education to university that is inclusive and accommodates the diverse student body in the modern educational landscape. This essay explores the growing evidence of the less successful transition of students from Black and Ethnic Minority backgrounds to higher education institutions, emphasizing the need for efficient initiatives to assist the stated groups.
The Findings
The essay is based on research exploring the experiences reported by first-year students during their recent transition, with a particular focus on how these experiences varied across different ethnic groups. This study is essential considering the acknowledged disparity in the accomplishments of Black and Minority Ethnic (BME) students compared to their White peers, a trend that contradicts secondary education achievement patterns (Bowles et al., 2011). The transition from school to higher education presents numerous academic and non-academic obstacles for students. Thus, while entering university is usually associated with new acquaintances and excitement, it is also a period of substantial personal adjustment. Ensuring a positive transition into University is critical for students to persist in higher education and achieve goals successfully. The research singles out the following obstacles experienced by BME:
- The Issue of Belonging. A pivotal aspect of a successful learning experience is the sense of belonging, crucial during transitions. Current studies concerning the attainment gap for BME students underscore the importance of students’ sense of belonging and their daily interactions within the institutions for successful outcomes (OECD 2018). However, there’s a noticeable disparity where BME students seem to lack a similar sense of belonging as their White peers, suggesting that Higher Education Institutions may not be taking adequate measures to foster an inclusive environment that encourages BME students to feel they belong.
- Social Integration and Cultural Differences. Interestingly, BME students expressed less attraction towards ‘university life,’ which aligns with the observation that they tend to stick to their own social circles when on campus, especially if wider university social interaction is not actively facilitated. This resonates with the notion that BME students might feel excluded from social integration within universities, particularly those not inclined towards alcohol-related socializing, highlighting a discrepancy in social integration approaches that could alienate certain student groups (Parker et al., 2017).
The Solution: Addressing Challenges and Encouraging Inclusivity
Universities need to revamp their transition programs and broader offerings to ensure that diverse student cohorts feel welcomed and establish a sense of belonging. It’s imperative that universities do not solely rely on student societies to create alcohol-free spaces but actively foster cross-cultural interaction, which has been linked to developing crucial skills like critical thinking and social confidence among students.
Conclusion
The conducted research underscores significant disparities in transitional experiences between BME and White students. Further exploration into concepts of belonging and the inclusion of students from varied religious and cultural backgrounds could provide insights to enhance universities’ support systems. To ensure genuine inclusivity, universities must create physical and social spaces that encourage interfaith, interracial, and inter-class interactions, fostering an environment where diversity translates into comprehensive inclusion across all aspects of university life.
References
Bowles, A., Dobson, A., Fisher, R., & McPhail, R. (2011). An exploratory investigation into first-year student transition to university. Research and Development in Higher Education, 34, 61-71. Available at: http://www.herdsa.org.au/system/files/HERDSA_2011_Bowles.PDF
Parker, H., Hughes, A., Marsh, C., Ahmed, S., Cannon, J., Taylor-Steeds, E., Jones, L., & Page, N. (2017). Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity. New Directions in the Teaching of Physical Sciences, 12.
OECD. (2018). The future of education and skills: Education 2030, The future we want. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
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