Exploring Barriers and Facilitators to Assessment Performance and Strategies for Change
Perspectives From Minority Ethnic Female Psychology Students
Datos Bibliográficos
| ID | 21592343 |
|---|---|
| Autores | Leslie Morrison Gutman (0000-0003-0567-7347, Department of Clinical, Educational and Health Psychology University College London London UK, autor de correspondencia), Fatima Younas (0000-0001-6680-8780, Department of Clinical, Educational and Health Psychology University College London London UK) |
| Año | 2025 |
| Volumen | 79 |
| Número | 4 |
| Fecha de publicación | 2025-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Higher Education Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0951-5224 • E-ISSN: 1468-2273 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/hequ.70058 |
| OpenAlex | W4413854923 |
| Idioma | EN |
| Referencias citadas | 34 |
Across universities in the United Kingdom (UK), there is a long‐standing gap in degree award outcomes for minority ethnic undergraduate students. While quantitative data demonstrate the pervasiveness of this gap, there is less qualitative research contextualising its intersectional influences, especially focused on students' experiences with module assessments. This qualitative study explored perceived barriers and enablers to students' preparation for and performance on module assessments through interviews with 14 minority ethnic female undergraduates attending a large, public research university in the UK. A focus group was conducted to generate and contextualise strategies for positive change. Themes were coded using an intersectional tool developed for the Theoretical Domains Framework (TDF), which were then mapped to behaviour change techniques (BCTs). Fourteen themes were identified; the majority focused on social and environmental influences on students' assessment performance. Strategies include creating spaces for more collaboration with peers, embedding diversity in readings and lectures, incorporating opportunities for formative feedback and enabling student agency
Ethnic group · Pedagogy · Sociology · Anthropology · Applied Psychology · Counseling Practices and Supervision · Educational and Psychological Assessments · Psychology · Social Psychology · Student Assessment and Feedback
Social networks, social capital, social support and academic success in higher education
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Using design thinking to improve psychological interventions
A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems
The behaviour change wheel
Bridging the Bame Attainment Gap
Making hybrid work for diverse staff in higher education
Implications of the coronavirus (Covid-19) outbreak for innovation
Demarginalizing the Intersection of Race and Sex
Generating dialogue in assessment feedback
A systematic review and meta-analysis of growth mindset interventions
The wicked problem of B(A)ME degree award gaps and systemic racism in our universities
Variation in Black students’ conceptions of academic support
Understanding the awarding gap through the lived experiences of minority ethnic students
The mediators of minority ethnic underperformance in final medical school examinations
Using thematic analysis in psychology
The need to disentangle assessment and feedback in higher education
Formative assessment and self-regulated learning
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |