1. Addressing Attainment Gaps in Social Work and Social Care Education
David Nilsson, Keith Davies, Susan Watson, Kathleen Henderson
& Rochelle Watson

2. KU and the BME attainment gap
What is the BME attainment gap?
Why is this important for Kingston University?
KU and the BME attainment gap
What is Kingston’s approach?
- value added measure
- making a difference?

5. Making changes at KU Training - unconscious bias
inclusive curriculum framework
Students as partners and co-creation 
curriculum consultants
Sector engagement: HEFCE catalyst partners

6. Attainment in Department SWSC
Mixed message
no real gap on BA Working with Children and Young People
need and desire for improvement on BA and MSW Social Work
Ethical DNA!

8. Background literature and theory to inform the research
Lucy Rai (2004) examined BME attainment gaps in social work education:
– identified issues of language history and identity as significant for academic writing;
- her research identified student concerns with identifying ‘hidden codes’ of academic conventions
Lillis (2001) noted predominating ‘essayist literacy’ that potentially contributes to challenges for BME students with more limited linguistic choices.
Rezaei & Lovorn (2010) Reliability and Validity of rubrics for assessment through writing
Pierre Bourdieu (1977) theory of field and habitus:
[(habitus) (capital) + field = practice.

9. Research Approach Analysis of existing student attainment data
Focus-group interviews with BME students from first-year of study
Semi-structured brief interviews with teaching staff re assessment approaches
Findings to inform ‘action plans’ – first-step of future participatory action research

10. Preliminary themes from focus-groups
Cultural considerations:
- Going to university not seen as a right of passage for many BME people;
- cultural expectations to get married after finishing school – different gender expectations in some cultures;
few role-models in family or community;
sometimes limited family support for higher education;
Parents lack of understanding of the educational system
In some cultures strong pressure to achieve – ‘backfires’ when the student gives up
Anxiety in speaking to lecturers of opposite sex for some students (cultural/religious reasons)
SW Journals/Case studies used portray ethnic minorities in a negative stereotypical way*

11. Preliminary themes from focus-groups
English as a second language creates barriers
Many BME students struggle financially to attend university; many single-parent families; mature students with pressures of extra responsibilities
Many BME students unaware of attainment gap
Unconscious bias of university staff (Admissions; academic staff; LRC/library staff)
Lack of nurturing from staff
Predominance of white lecturers* (lack of diversity)
Service-users/guest speakers/visiting SWs have mainly been white (lack of role models)

12. Preliminary themes from focus-groups
For some the degree outcomes are seen as less important than obtaining the degree
Lack of understanding about degree outcomes/qualifications at the outset
Access to writing skills prior to commencement may assist
Inform new students about the existence of a BME group
Felt welcomed at the start when they saw Wilson – inspiring – want more of this imagery.
Mentoring by other ethnic students
The potential for high degree outcomes should be reinforced at the start of the course

13. Challenges and issues in exploring this topic
Researchers are all white
Engaging students into the research process
Some student scepticism about existence of BME attainment gap
Potential for research to unconsciously reinforce ‘deficit’ model with students
Limitations of ‘resources’
Multi-dimensional nature of topic
Organisational pressures for solutions/interventions

14. Comments, Questions and Discussion
You have all chosen to attend this particular workshop so may have an interest in, or views on, the BME attainment gap. What are your thoughts about this?