Black and minority ethnic student attainment: a survey of research and exploration of the importance of teacher and student expectations

Sanders, John and Rose-Adams, John (2014). Black and minority ethnic student attainment: a survey of research and exploration of the importance of teacher and student expectations. Widening Participation and Lifelong Learning, 16(2) pp. 5–27.

DOI: https://doi.org/10.5456/WPLL.16.2.5

Abstract

The attainment of black and minority ethnic (BME) students in UK higher education has only recently achieved a strong research and policy profile, gaining the prominence that the subject has acquired in other sectors and regions (in particular the USA).

This article reviews the key findings and messages from a wide range of publications to synthesise the key research evidence relating to the participation, retention and success of BME students that has emerged in the last fifteen years. It then explores possible explanations and justifications for the persistent attainment gap between white and non-white students in UK higher education. Finally, it focusses on aspects of student and teacher expectations, and suggests potential areas for research to expand understanding of the relationship between BME attainment and teacher and student expectations.

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