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Creation and Confidence: BME students as academic partners….but where were the staff?

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Creation and Confidence : BME students as academic partners….but where were the staff? / Jones-Devitt, Stella; Austen, Liz; Chitwood, Liz; Donnelly, Alan; Fearn, Carolyn; Heaton, Caroline; Latham, Gabrielle; LeBihan, Jill; Middleton, Andrew ; Morgan, Matt ; Parkin, Helen; Pickering, Nathaniel.

In: The Journal of Educational Innovation, Partnership and Change, Vol. 3, No. 1, 18.09.2017, p. 278-285.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Jones-Devitt, S, Austen, L, Chitwood, L, Donnelly, A, Fearn, C, Heaton, C, Latham, G, LeBihan, J, Middleton, A, Morgan, M, Parkin, H & Pickering, N 2017, 'Creation and Confidence: BME students as academic partners….but where were the staff?', The Journal of Educational Innovation, Partnership and Change, vol. 3, no. 1, pp. 278-285. https://doi.org/10.21100/jeipc.v3i1.580

APA

Jones-Devitt, S., Austen, L., Chitwood, L., Donnelly, A., Fearn, C., Heaton, C., Latham, G., LeBihan, J., Middleton, A., Morgan, M., Parkin, H., & Pickering, N. (2017). Creation and Confidence: BME students as academic partners….but where were the staff? The Journal of Educational Innovation, Partnership and Change, 3(1), 278-285. https://doi.org/10.21100/jeipc.v3i1.580

Vancouver

Jones-Devitt S, Austen L, Chitwood L, Donnelly A, Fearn C, Heaton C et al. Creation and Confidence: BME students as academic partners….but where were the staff? The Journal of Educational Innovation, Partnership and Change. 2017 Sep 18;3(1):278-285. https://doi.org/10.21100/jeipc.v3i1.580

Author

Jones-Devitt, Stella ; Austen, Liz ; Chitwood, Liz ; Donnelly, Alan ; Fearn, Carolyn ; Heaton, Caroline ; Latham, Gabrielle ; LeBihan, Jill ; Middleton, Andrew ; Morgan, Matt ; Parkin, Helen ; Pickering, Nathaniel. / Creation and Confidence : BME students as academic partners….but where were the staff?. In: The Journal of Educational Innovation, Partnership and Change. 2017 ; Vol. 3, No. 1. pp. 278-285.

Bibtex

@article{c4b4b2d137f945be9ccf11516acefd30,
title = "Creation and Confidence: BME students as academic partners….but where were the staff?",
abstract = "This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved – and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons.",
author = "Stella Jones-Devitt and Liz Austen and Liz Chitwood and Alan Donnelly and Carolyn Fearn and Caroline Heaton and Gabrielle Latham and Jill LeBihan and Andrew Middleton and Matt Morgan and Helen Parkin and Nathaniel Pickering",
year = "2017",
month = sep,
day = "18",
doi = "10.21100/jeipc.v3i1.580",
language = "English",
volume = "3",
pages = "278--285",
journal = "The Journal of Educational Innovation, Partnership and Change",
issn = "2055-4990",
number = "1",

}

RIS

TY - JOUR

T1 - Creation and Confidence

T2 - BME students as academic partners….but where were the staff?

AU - Jones-Devitt, Stella

AU - Austen, Liz

AU - Chitwood, Liz

AU - Donnelly, Alan

AU - Fearn, Carolyn

AU - Heaton, Caroline

AU - Latham, Gabrielle

AU - LeBihan, Jill

AU - Middleton, Andrew

AU - Morgan, Matt

AU - Parkin, Helen

AU - Pickering, Nathaniel

PY - 2017/9/18

Y1 - 2017/9/18

N2 - This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved – and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons.

AB - This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved – and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons.

U2 - 10.21100/jeipc.v3i1.580

DO - 10.21100/jeipc.v3i1.580

M3 - Journal article

VL - 3

SP - 278

EP - 285

JO - The Journal of Educational Innovation, Partnership and Change

JF - The Journal of Educational Innovation, Partnership and Change

SN - 2055-4990

IS - 1

ER -