| Title: |
A Co-Produced Mixed-Methods Study Exploring Black, Asian, and Minority Ethnic Psychology Students' Experiences at Two UK Universities |
| Language: |
English |
| Authors: |
Jagjeet Jutley-Neilson (ORCID 0000-0002-4825-315X); Noorin Rodenhurst (ORCID 0009-0003-5854-7332); Paige Clarke-Jeffers (ORCID 0000-0003-1364-1467); Gemma Gray; Adrian Von Mühlenen (ORCID 0000-0001-8338-8554); Derrick Watson; Amy Cook (ORCID 0000-0002-7008-7784); Sotaro Kita (ORCID 0000-0002-0088-3654); Luke Hodson (ORCID 0009-0005-1024-437X) |
| Source: |
Psychology Teaching Review. 2025 31(2):28-49. |
| Availability: |
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: https://www.bps.org.uk/publications/psychology-teaching-review |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Foreign Countries; Higher Education; College Students; Psychology; College Curriculum; Student Attitudes; Minority Group Students; Sense of Belonging; Peer Relationship; Disproportionate Representation; Race; Ethnicity; Social Bias; Student Experience |
| Geographic Terms: |
United Kingdom |
| DOI: |
10.53841/bpsptr.2025.31.2.28 |
| ISSN: |
0965-948X; 2396-9571 |
| Abstract: |
We present the first mixed-method study to explore the experiences of Black, Asian and Minority Ethnic (BAME) students studying psychology in the UK. We co-created a survey with undergraduate student research assistants, which was completed by 195 students, of which 106 were from BAME backgrounds and 89 were from White backgrounds. All students were studying psychology as undergraduate or postgraduate students at two UK universities. Using the survey, we compared BAME and White students' experiences and views about their curriculum, delivery of teaching, personal tutoring support, course resources, peer relationships, representation, course community, approaches to study, and their engagement. We found differences in how well represented students felt in the curriculum and amongst their peers according to university and ethnicity. Following the survey, 27 BAME students took part in focus group interviews. Using a thematic content analysis approach, these students reported category themes of issues with representation within the curriculum, pedagogy, and staff representation. Challenges in their sense of belonging to the department and university were also reported. The study indicates that all psychology students are calling for psychology departments to enhance their curriculum's ethnic representation and anti-racist pedagogy. Meanwhile, BAME students are calling for efforts to enhance a sense of belonging and awareness of BAME-related issues amongst staff and their peers. This bolsters the importance of work to diversify the psychology curriculum and highlights the implications of a lack of diversity in future psychology careers and mental health support. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1487925 |
| Database: |
ERIC |