Academic literature on the topic 'Black and Minority Ethnic (BME) pupils'
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Journal articles on the topic "Black and Minority Ethnic (BME) pupils"
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Arday, Jason. "Understanding Mental Health: What Are the Issues for Black and Ethnic Minority Students at University?" Social Sciences 7, no. 10 (October 13, 2018): 196. http://dx.doi.org/10.3390/socsci7100196.
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Black and Minority Ethnic (BME) communities continue to experience inequalities within the United Kingdom (UK) mental health system despite major government policy initiatives. Access to higher education for many ethnic minorities remains problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services including a lack of cultural understanding, communication issues, and where and how to seek help. This paper attempts to address the problems facing ethnic minorities with regard to accessing mental health services at university. Importantly, this paper highlights that barriers to accessing mental health support for ethnic minorities directly impact upon attainment outcomes and psychological well-being. This study utilizes the narratives of 32 BME university students to examine the impact of negotiating racial inequality and discrimination at university and the impact upon mental health. Aspects examined considered the impact of belonging, isolation, and marginalization on mental health and how this consequently affects university participation for BME students. Utilizing a thematic analysis paradigm, the key findings presented point towards differential healthcare outcomes for ethnic minority university students experiencing mental illness. The empirical findings in this paper suggest that currently ethnic minority service users experience overt discrimination and a lack of access to culturally appropriate services that are cognizant of the racialized plights faced by BME individuals. These findings inform an overarching dialogue, which suggests that mental health service providers need to work more collegially with people from BME communities prior to service design and delivery. Furthermore, the findings suggest that, upon presenting mental health issues, information should be made available in appropriate languages for ethnic minorities to support understanding about their illnesses and how they can seek professional intervention and help. Conclusions and recommendations provided advocate greater diversification of mental health support systems for ethnic minority students within universities. Conclusions drawn will also consider how existing systems can function to dismantle racial inequality within the mental health profession.
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Daloye, Dashnye. "The experiences of Black and Minority Ethnic trainee counselling psychologists: An interpretative phenomenological analysis." Counselling Psychology Review 37, no. 1 (July 2022): 31–40. http://dx.doi.org/10.53841/bpscpr.2022.37.1.31.
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Background:The aim of the study was to capture the training experiences of Black and Minority Ethnic (BME) trainee counselling psychologists in the United Kingdom (UK). To date there is a lack of research and literature looking at the experiences of BME trainee counselling psychologist in the UK.Methodology:A qualitative approach was adopted; semi-structured interviews were conducted with five self-identified BME trainees. The accounts were analysed using Interpretative Phenomenological Analysis (IPA).Findings:The analytic procedure highlighted five main superordinate themes which were constructed from participants’ accounts. All five participants contributed to every superordinate theme generated, which were: The need to belong; Lack of diversity; The impact of support on the self; Versatile BME trainee identity; and Managing a range of challenges. Each superordinate theme featured two related subordinate themes.Conclusion: Insights from the analysis indicate the experiences of UK BME trainee counselling psychologists consist of experiences including a sense of a lack of belonging on the training programme which in turn made the BME trainees feel lonely and isolated. The challenges experienced by the BME trainees included not feeling understood and supported. The lack of diversity was reflected in the Eurocentric bias in the training, lack of BME representation and the hardship of not being white. However, the participants reflected on their positive experience of connecting with BME clients by using their BME identity and experience.
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Thomas, Gill Calvin, Kate Howe, and Steven Keen. "Supporting black and minority ethnic students in practice learning." Journal of Practice Teaching and Learning 10, no. 3 (December 20, 2012): 37–54. http://dx.doi.org/10.1921/jpts.v10i3.251.
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The paper highlights the need of black and minority ethnic (BME) students in England to access support systems to help them overcome the challenges that they face as minority students when undertaking placement learning as part of their social work qualifying programme. It also considers the wider issue of developing supportive anti- oppressive practice with regard to all students undertaking the social work degree; i.e. ‘walking the talk’ of the values that underpin Social Work practice. Research shows that progression and retention rates for students from marginalised groups is lower than the sector averages and that specific support systems can improve the likelihood of course completion, as well as increasing student confidence.The paper evaluates a project undertaken to investigate and pilot how a mentoring support scheme and other good practice initiatives can increase the successful completion of practice learning for students from a BME background (and those with English as an additional language).
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Shepherd, C., N. Vanderpuye, and M. Saine. "How are potential black and minority ethnic candidates being attracted into the clinical psychology profession? A review of all UK clinical psychology postgraduate websites." Clinical Psychology Forum 1, no. 207 (March 2010): 5–10. http://dx.doi.org/10.53841/bpscpf.2010.1.207.5.
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The websites of all UK clinical psychology courses were evaluated by three undergraduate psychology students from BME (Black and minority ethnic) backgrounds. There was significant variability between websites in terms of adequacy of information provided and likely impact on attracting BME applicants.
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Strand, Steve, and Ariel Lindorff. "Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11." Exceptional Children 87, no. 3 (March 12, 2021): 344–68. http://dx.doi.org/10.1177/0014402921990895.
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We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.
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Cooper, Jayne, Elizabeth Murphy, Roger Webb, Keith Hawton, Helen Bergen, Keith Waters, and Navneet Kapur. "Ethnic differences in self-harm, rates, characteristics and service provision: three-city cohort study." British Journal of Psychiatry 197, no. 3 (September 2010): 212–18. http://dx.doi.org/10.1192/bjp.bp.109.072637.
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BackgroundStudies of self-harm in Black and minority ethnic (BME) groups have been restricted to single geographical areas, with few studies of Black people.AimsTo calculate age- and gender-specific rates of self-harm by ethnic group in three cities and compare characteristics and outcomes.MethodA population-based self-harm cohort presenting to five emergency departments in three English cities during 2001 to 2006.ResultsA total of 20 574 individuals (16–64 years) presented with self-harm; ethnicity data were available for 75%. Rates of self-harm were highest in young Black females (16–34 years) in all three cities. Risk of self-harm in young South Asian people varied between cities. Black and minority ethnic groups were less likely to receive a psychiatric assessment and to re-present with self-harm.ConclusionsDespite the increased risk of self-harm in young Black females fewer receive psychiatric care. Our findings have implications for assessment and appropriate management for some BME groups following self-harm.
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Idusohan, Helen. "Psychology working in partnership with the Black and minority ethnic voluntary sector: A journey into the unknown." Clinical Psychology Forum 1, no. 175 (July 2007): 20–23. http://dx.doi.org/10.53841/bpscpf.2007.1.175.20.
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I reflect on my experience of being project lead on building links with the Black and minority ethnic (BME) voluntary sector in Lambeth, and for improving access to psychological services for the diverse ethnic communities in Lambeth.
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MANTHORPE, JILL, STEVE ILIFFE, JO MORIARTY, MICHELLE CORNES, ROGER CLOUGH, LES BRIGHT, and JOAN RAPAPORT. "‘We are not blaming anyone, but if we don't know about amenities, we cannot seek them out’: black and minority older people's views on the quality of local health and personal social services in England." Ageing and Society 29, no. 1 (December 10, 2008): 93–113. http://dx.doi.org/10.1017/s0144686x08007502.
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ABSTRACTImproving access to culturally-appropriate services and enhancing responses to the needs of older people from black and minority ethnic backgrounds were among the aims of theNational Service Framework for Older People(NSFOP) that was introduced in England in 2001. Progress in meeting the aims of the NSFOP was evaluated by a mid-term independent review led by the Healthcare Commission, the body responsible for regulating health-care services in England. This paper reports the consultation with older people that underpinned the evaluation. It focuses on the views and experiences of older people from black and minority ethnic (BME) groups and of the staff that work in BME voluntary organisations. A rapid appraisal approach was used in 10 purposively selected local councils, and plural methods were used, including public listening events, nominal groups and individual interviews. In total 1,839 older people participated in the consultations and 1,280 (70%) completed a monitoring form. Some 30 per cent defined themselves as of a minority ethnic background. The concerns were more about the low recognition of culturally-specific and language needs than for the development of services exclusively for BME older people.
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Farquharson, Natalie, Robert Dudley, Sharon Hardwick, and Jennifer Zandbeek. "Barriers to paramedic education in black and ethnic minority (BME) groups." Journal of Paramedic Practice 9, no. 1 (January 2, 2017): 19–25. http://dx.doi.org/10.12968/jpar.2017.9.1.19.
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Ingman, Tom, Sheila Ali, Kamaldeep Bhui, and Trudie Chalder. "Chronic fatigue syndrome: Comparing outcomes in White British and Black and minority ethnic patients after cognitive–behavioural therapy." British Journal of Psychiatry 209, no. 3 (September 2016): 251–56. http://dx.doi.org/10.1192/bjp.bp.115.169300.
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BackgroundCognitive–behavioural therapy (CBT) is one of the most promising treatments for chronic fatigue syndrome (CFS). It is unclear whether CBT is effective for Black and minority ethnic (BME) groups.AimsTo assess the effectiveness of CBT in BME patients compared with White British patients presenting to a specialist CFS service.MethodData from 67 (19.0%) BME participants and 285 (81.0%) White British participants referred to a specialist CFS service in the UK were collected at baseline and after CBT treatment.ResultsPairwise comparisons revealed that both BME participants and White British participants significantly improved on measures of fatigue severity (P<0.001), physical functioning (P<0.001) and work/social adjustment (P<0.001). Independent samples t-tests showed that BME participants improved despite exhibiting significantly higher baseline damage beliefs (P = 0.009), catastrophising (P = 0.024), all-or-nothing behaviour (P = 0.036) and avoidance/resting behaviour (P = 0.001), compared with White British participants.ConclusionsTo our knowledge, this study is the first to indicate that CBT is effective for treating CFS in a group of patients from diverse BME backgrounds.
Dissertations / Theses on the topic "Black and Minority Ethnic (BME) pupils"
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Deane, Helen A. "Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020737/.
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Further Education and Sixth Form Colleges in the Learning and Skills Sector have made considerable strides in working with learners from diverse backgrounds, have a good track record of tackling inequality for learners and an inspection framework that places an emphasis on improving equality and diversity. However, the experience of some staff is starkly different. In October 2002, the sector published the Commission for Black Staff report, Further Education Leading the Way, which identified institutional racism as a factor negatively impacting on the career progression of Black and Minority Ethnic staff. Seven years on from this report and despite initiatives addressing many of the recommendations, there has been little success in terms of increasing the number of BME staff in senior positions. This is undermining the reputation of the sector and has the potential to affect how a 'leadership succession crisis' is being tackled. Amidst the backdrop of a major global recession and increasing fears of a reversal of the minimal progress that has been made, this thesis revisits the experiences of BME staff seven years on from the report. Through a documentary analysis of sector policies and strategies and the conducting of interviews and focus groups, it reviews how the sector responded then, examines the position of BME professionals now and evaluates the impact of strategies implemented following the recommendations given in 2002. Findings suggest that the most significant barriers are the institutional and micropolitical behaviours that reflect a lack of understanding, awareness and value of the contributions that BME professionals bring to our institutions. The results highlight the importance of the need for a wider discourse about theories of race and the racial discriminatory factors that impact on leadership and management issues in the Learning and Skills Sector and which continue to act as barriers to BME staff progression. Critical Race Theory (CRT) is offered as a framework for this dialogue and further research on the concept of a BME leadership style is suggested.
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Odusanya, Shamarel Olubunmi Elizabeth. "The experience of qualified BME clinical psychologists : an interpretative phenomenological and repertory grid analysis." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/17471.
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Aim: Knowledge of the experience of qualified BME clinical psychologists in clinical practice is currently lacking in the research literature. The aim of the current study was to explore the lived experience of qualified BME clinical psychologists currently employed in the National Health Service (NHS). By investigating this under-researched topic, the study hopes to shed light on the impact on clinicians' personal and professional identity of practicing within a profession that lacks cultural diversity. It is hoped that the results of this study will contribute to ongoing efforts to diversify the profession, improve our knowledge of the experience of BME groups in the helping profession and also challenge current misconceptions concerning the BME experience. Method: A mixed method qualitative approach was employed for this study. Repertory grids and semi-structured interviews were conducted with six female qualified BME clinical psychologists who are currently working in the NHS. They had been qualified between three and sixteen years. Their repertory grids were analysed using Idiogrid and their accounts were analysed using Interpretative Phenomenological Analysis (IPA). Results: Four master themes emerged from the analysis and were supported by the findings from the repertory grids showing that BME clinical psychologists feel that they stand out as different on account of their ethnic difference. The analytic procedure also highlighted how participants have to find a way to negotiate their cultural and professional values whilst also sitting with the uncertainty of their experiences in the profession. The final theme relates to the privilege that participants held in making it as a clinical psychologist. Implications: Initiatives to increase cultural competency and sensitivity need to be addressed by the profession. Efforts to increase ethnic diversity should be followed through to ensure practitioners are not left on the fringes of the profession on account of their minority ethnicity.
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Akhtar, Nazreen. "The experiences of cognitive behavioural therapists when delivering manualised therapy to Black and Minority Ethnic clients." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/620346.
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Rationale: This study was conducted to help improve mental health care for Black and Minority Ethnic (BME) clients as previous research carried out in non-western countries has suggested that western-developed psychotherapies often need to be culturally adapted to become more effective in treating this client group. The aim of this study was to explore how CBT therapists deliver manualised CBT with BME clients and if they make any adaptations, how and to what extent are they implemented. Method: Interpretative Phenomenological Analysis (IPA) guided the conduct and analysis of one-to-one, semi-structured interviews with six CBT therapists working in an Improving Access to Psychological Therapies (IAPT) service. The inclusion criteria for participants was accreditation with the BABCP, completion of an IAPT programme CBT diploma and to be currently working in an IAPT service, at least two years experience as a CBT therapist and at least four cases of completed therapy with BME clients. Findings: Four master themes emerged (1) CBT is based on western principles, (2) The complex nature of CBT, (3) Changing practice of manualised CBT and (4) The influence of therapist factors. Conclusion: The participants experienced many issues in their practice of manualised CBT with BME clients which led them to make changes including adaptations to manualised CBT. They described their current practice as being integrative as they incorporated therapeutic approaches other than pure manualised CBT, making them more flexible and adaptable. The adaptations involved altering the cognitive and behavioural interventions to better suit the individual needs of the client. The adaptations took into account the client’s culture, religion, language, psychological mindedness, acculturation to their host country, education and age. The participants’ confidence in CBT and their self-identity as therapists also influenced their overall practice of therapy. Recommendations for practice are discussed in relation to therapeutic practice, training of therapists, supervision and policy makers.
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Cowburn, I. Malcolm, Victoria J. Lavis, and Tammi Walker. "BME sex offenders in prison: the problem of participation in offending behaviour groupwork programmes: a tripartite model of understanding." De Montfort University and Sheffield Hallam University, 2008. http://hdl.handle.net/10454/2550.
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This paper addresses the under representation of Black and minority ethnic (BME) sex
offenders in the sex offender treatment programme (SOTP) of the prisons of England and
Wales. The proportional over representation of BME men in the male sex offender
population of the prisons of England and Wales has been noted for at least ten years.
Similarly the under representation of BME sex offenders in prison treatment programmes
has been a cause for concern during the last decade. This paper presents current
demographic data relating to male BME sex offenders in the prisons of England and
Wales. The paper draws together a wide range of social and cultural theories to develop a
tripartite model for understanding the dynamics underlying the non-participation of BME
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Sehmi, H. S. "An ethnographic study exploring the over-representation of black and minority ethnic (BME) employees in the disciplinary process in a National Health Service (NHS) Trust." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/808709/.
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Aim: This study was undertaken to explore the over-representation of black and minority ethnic (BME) staff in the disciplinary process in a National Health Service (NHS) Mental Health Trust. Background: The Trust where this study was undertaken recognised there was a disproportional representation of BME staff involved in the disciplinary process. No reasons were given by the Trust for why this phenomenon existed. The over-representation of individuals from BME groups in NHS disciplinary hearings was raised as a topic for investigation by Parliament in 2008. Seminal work by Archibong and Darr (2010) has explored reasons for this over-representation. Ethnographic methodologies have not been used previously to develop our understanding of this area. Methods: Critical and focused ethnography were used to observe a disciplinary hearing and gain the perspectives of employees directly involved in the disciplinary process in a single trust. To examine the culture of the Trust, data were collected through fieldwork, participant observation, semi-structured interviews, journal/diary and secondary data. Thematic analysis devised by Braun and Clarke (2006) was used to analyse the data collected. Findings: Negative perceptions towards BME staff, particularly ‘black African’ nurses and healthcare assistants were uncovered. Tensions and rivalries within and between BME staff were also found. Disciplinary investigations were not always based on facts and not all the findings were presented. Investigating officers and the chair of the panel were not always given training to undertake their roles. In some cases, BME personnel were intentionally selected onto the disciplinary panel to avoid accusations of racism, particularly when BME employees were likely to be dismissed. Disparity of the sanctions imposed for similar cases were reported. There was a perception that BME staff were not articulate and treated more harshly than their white counterparts. Equality and diversity initiatives also remain on the periphery. The disaggregation and reconfiguration of services had some bearing on the performance of staff. Line management and clinical supervision was underutilised. Some managers who confronted BME employees were accused of ‘racism’ and had grievances taken out against them. Conclusion: Disciplinary processes involving BME staff cannot be discussed in isolation. Key factors, such as the impact of disaggregation and the reconfiguration of the Trust at a time of continuous change in the NHS, the employment of BME staff as well as the disciplinary process itself, need to be considered together. The discussion also needs to shift from the polarised division between ‘black and white’ staff and focus on the differences and tensions within and among BME staff.
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Syed, Mostafa. "Developing the culturally competent public librarian : an investigation of diversity training for public libraries to support empathic service provision to Black and Minority Ethnic (BME) communities." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/8787/.
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Public libraries in Britain serve a wide range of people in today’s multicultural Britain, including those from Black and Minority Ethnic (BME) communities. In order to be able to do so in an effective and empathic manner, many library staff participate in training that comes under terms such as ‘Diversity Training’ or ‘Cultural Awareness Courses.’ At the same time, libraries have a unique role as a neutral meeting ground that can facilitate the bringing together of many diverse communities. This thesis seeks to establish whether such training does lead to empathic BME provision and whether the training allows for staff to fulfil the library's unique role. Further, it proposes recommendations and a training model that will facilitate this, allowing library staff to become culturally competent. The literature review highlighted the multiple criticisms levelled against Diversity Training - its focus on prejudice reduction as opposed to cultural understanding; its short and infrequent nature, for example - and also provided insights from other disciplines into how empathy and true cultural understanding could take place. A qualitative approach was adopted with observational data coupled multiple survey-based case studies with both library staff and library users. Individual data-sets were coded, and themes identified, both within each data-set and across the whole range of the data. This led to the development of a Culturally Competency Training Model that is multi-tiered, aims to be cost-effective, and provides both skills-based and knowledge-based training, with repeated inter-cultural contact at its theoretical base. It can be used as a part of an induction programme and as part of ongoing training for current public library staff. In closing, the thesis looks at recommendations aimed at public library staff and fellow researchers.
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Shah, Snehal. "The experience of being a trainee clinical psychologist from a black and minority ethnic group : a qualitative study." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/5088.
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Aim: The existing evidence-base indicates that the experience of being a Black and Minority Ethnic (BME) trainee clinical psychologist is under-researched. The aim of the current study was to capture the broader training experiences of BME trainee clinical psychologists. The impact of potential personal and professional experiences that may arise for BME trainee clinical psychologists may be important for course tutors and clinical supervisors to explore with them in relation to personal and professional development. Thus, it is hoped that the findings of the current study will raise an increased awareness within the clinical psychology training courses, of their needs, perspectives and experiences. Method: A qualitative approach was adopted for this study. Semi-structured interviews were conducted with nine BME trainee clinical psychologists. The accounts were analysed using IPA, which attempts to illuminate the lived experience of a phenomenon for small samples of individuals. Results: The analytic procedure highlighted five main themes which emerged from participants’ accounts: The hardship of not being White, The challenge of negotiating multiple identities, Challenges and dilemmas of highlighting race and culture issues, The versatility that comes with being a BME trainee and Finding connections and safe places. Implications: Current initiatives to attract more applicants from BME groups need to be considered in the context of wider structural experiences of power and difference in relation to race, ethnicity and culture that operate in the training arena. Courses need to explicitly state their commitment to supporting trainees from BME groups with regards to their experiences of difference. Emphasis should be placed on personal and professional development of all trainees and needs to include work on privilege, social disadvantage, and racism. Programmes should also undertake a commitment to training course staff and supervisors in relation to race issues in the context of training.
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Nair, Sheladevi. "A study of the experiences and perceptions of parents of Black and Minority Ethnic pupils statemented with autism in relation to the educational support provided for their children and for themselves." Thesis, Cardiff Metropolitan University, 2015. http://hdl.handle.net/10369/7538.
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This study investigates the experiences and perceptions of parents of Black and Minority Ethnic (BME) pupils statemented with autism of the support they receive for their child in education and for themselves. These perceptions are explored alongside the views of stakeholders in education who work to support these pupils and parents. The study expands upon the work of Perepa (2008) who investigated the cultural influences on the understanding of appropriate social behaviour by BME parents of children within the autism spectrum in a London borough. Since then there has been minimal research on BME parents’ experiences of having a child with autism in education, so this study addresses a gap in research. A qualitative case study approach was adopted using in-depth interviews with participants from one selected local authority in Wales. An interpretivist approach was used to gain an understanding of the researched phenomena within a cultural context. The data was managed for thematic analysis using the qualitative analysis software tool, NVivo. The findings reveal that BME parents receive support from the providers within education rather than from their own ethnic communities. They show a preference for mainstream education, although evidence here suggests that there are fewer specialist resources in these schools compared to special schools. The findings also reveal that their culture, religion, education and socio-economic backgrounds influence BME parents’ ability to access and utilise educational support services. They feel that their ethnicity and cultural needs are not always taken into account in the ‘culturally-blind’ system which appears to be implemented within education, and their expectation is that society should provide them with more support. It is anticipated that these findings would be taken into account by policy makers and contribute to further research in Wales.
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Grey, T., H. Sewell, G. Shapiro, and Fahmida Ashraf. "Mental Health Inequalities Facing U.K. Minority Ethnic Populations." 2013. http://hdl.handle.net/10454/9575.
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NoBlack and minority ethnic (BME) communities continue to experience inequalities within the U.K. mental health system despite major government policy initiatives. The authors examined the literature for causal factors for continued mental health inequalities facing BME groups and potential solutions. The authors selected 53 articles from 1991 to 2012 based on inclusion criteria encompassing all major policy initiatives and relevant literature detailing explanations of mental health inequalities. Although ethnic inequalities in mental health have been of concern for decades in the United Kingdom, a still‐significant gap exists between policies and methods of implementation. In comparison to White people, more BME people are diagnosed with mental health issues every year. BME communities are also facing barriers in terms of accessing culturally appropriate services, including lack of cultural understanding, communication issues, and where and how to seek help. Service providers need to work closely with people from BME communities prior to service design and delivery. Information should be made available in appropriate languages to support understanding about their illnesses and how they can seek help. Frequent reviews may further help assess BME communities' needs and make required changes and implementations.
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Wallace, James, and Nelarine Cornelius. "Community development and social regeneration: how the third sector addresses the needs of BME communities in post-industrial cities." 2010. http://hdl.handle.net/10454/6227.
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Interest in third sector organisations (TSOs) is growing as their role in addressing social regeneration, especially in urban environments, is regarded as crucial by governmental and supra-governmental organisations. The challenge is increased in multicultural environments, where those from ethnic minorities may struggle to participate in the mainstream economy and society more broadly. There is an assumption that TSOs make a positive contribution to the social good of the diverse communities and client groups that they serve. However, although there have been many studies of ethicality in commercial and public sector organisations, few focus on TSOs. Furthermore, black and minority ethnic (BME) TSOs, in particular face specific pressures, caught between the high expectations of their capacity to engage with diverse communities where the public sector has failed and, in common with all TSOs, the struggle to secure the resources necessary to manage their organisations and deliver front-line services. In this article, we investigate how implicitly ethicality is constructed in TSOs, including those with a primary mission to provide support for and services to BME communities. Building on information obtained for 305 TSOs in a post-industrial city we develop a structural equation model (SEM) in order to evaluate the relationships between elements that we argue comprise ethicality. We then assess the manner in which TSOs generally, and BME TSOs specifically, vary in the manner in which they communicate their ethical purpose and the outcomes of their actions.
Books on the topic "Black and Minority Ethnic (BME) pupils"
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Great Britain. Department of Health. Teenage Pregnancy Unit. Guidance for developing contraception and sexual health advice services to reach black and minority ethnic (BME) young people. London: Great Britain, Department of Health, Teenage Pregnancy Unit, 2000.
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Great Britain. Teenage Pregnancy Unit. Guidance for developing contraception and sexual health advice services to reach black and minority ethnic (BME) young people. [London]: Department of Health, Teenage Pregnancy Unit, 2000.
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Darko, Natalie. Engaging Black and Minority Ethnic Groups in Health Research. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.001.0001.
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Recently, there has been a surge of interest in addressing ethnic health inequalities. However, there are misconceptions about Black and Minority Ethnic (BME) groups that focus on them as being hard to reach and difficult to engage in health services and research. This term is used routinely across all sectors of society. However, what is apparent is that they are “not hard to reach”, but rather health services and research “are not reaching” them, by assuming that health and health practices are experienced equally and services are effective for all. This publication illustrates how this term plays a debilitating role in problematising BME people. It is argued that we need to shift away from the using this term because it contributes to exclusionary practices and has implications for escalating inequalities in health and healthcare access for BME groups. The chapters in this book explore some of the exclusionary practices that occur in health research and practice and provides guidance for practitioners and researchers on how to avoid misconceptions about BME groups. Chapter 1, outlines understandings of key concepts and misconceptions about terms such as race and ethnicity. Chapter 2, explores the relationship between race, ethnicity and health and examines why ethnic health inequalities are occurring. Chapter 3, focuses on how we can improve research in this field to advance inclusionary practice. In the remaining chapters, principles of good practice and how to implement them by means of real research examples from the field are presented.
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Great Britain. National Assembly for Wales., ed. Challenging the myth ("they look after their own"): Black and minority ethnic (BME) carers : directory. Cardiff: Welsh Assembly Government, 2003.
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Rodriguez, Andrea, Alison McFadden, Chris Murray, and Catriona Laird. Engaging People from Ethic Minority Groups in Health and Oral Health Research: an infographic. Edited by Siyang Yuan. University of Dundee, 2022. http://dx.doi.org/10.20933/100001268.
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Migrant and BME (Black and Minority Ethnic) groups are more likely to suffer from poorer health and oral health outcomes in general. In Dundee, 10.6% of the population identified as an ethnic minority. However, they have been underrepresented in research and health promotion interventions for decades. This reinforces the importance of using participatory research to capture the realities and health needs of these groups to inform policy and interventions addressing health inequalities. The research project ‘Engaging People from Ethic Minority Groups in Health and Oral Health Research’ aimed to engage individuals from migrant and BME groups and researchers who work with these groups to share their experiences, views and perceived challenges and opportunities to improve migrant and BME groups’ research participation. As a specific objective we wanted to identify effective strategies to engage these socially excluded groups in health and oral health research. This infographic is one of the research outcomes in this project. It was co-designed with migrant and BME women living in Dundee to explore their experience and opinions of participation in health and oral health research. we hope this resource will contribute to improve the inclusivity and to maximise participation of research for a wide range of migrant and BME groups.
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Laird, Catriona. Engaging People from Ethic Minority Groups in Health and Oral Health Research: a booklet. Edited by Siyang Yuan, Andrea Rodriguez, Alison McFadden, and Chris Murray. University of Dundee, 2022. http://dx.doi.org/10.20933/100001267.
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Migrant and BME (Black and Minority Ethnic) groups are more likely to suffer from poorer health and oral health outcomes in general. In Dundee, 10.6% of the population identified as an ethnic minority. However, they have been underrepresented in research and health promotion interventions for decades. This reinforces the importance of using participatory research to capture the realities and health needs of these groups to inform policy and interventions addressing health inequalities. The research project ‘Engaging People from Ethic Minority Groups in Health and Oral Health Research’ aimed to engage individuals from migrant and BME groups and researchers who work with these groups to share their experiences, views and perceived challenges and opportunities to improve migrant and BME groups’ research participation. As a specific objective we wanted to identify effective strategies to engage these socially excluded groups in health and oral health research.
Book chapters on the topic "Black and Minority Ethnic (BME) pupils"
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Singh, Gurnam. "Now You See Me, Now You Don’t! Making Sense of the Black and Minority Ethnic (BME) Experience of UK Higher Education: One Person’s Story." In The Palgrave Handbook of Auto/Biography, 543–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31974-8_23.
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"Black and Ethnic Minority (BME) Female Leaders." In Encyclopedia of Teacher Education, 87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_300018.
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Harley, Debra A. "Sexual expression and pleasure among black minority ethnic older women." In Sex and Diversity in Later Life, 15–38. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447355403.003.0002.
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This chapter addresses erroneous assumptions and ageist stereotypes about the sexual desires and sexual health of black minority ethnic (BME) older women. Discussion is about the social and cultural contextualization of their sexuality, the impact of traumatizing historical and social events on generations of BME females and sexuality, sexual silencing of BME older women, risk-taking behaviors and methods of sexual pleasure. The intent is to move discussion BME older women’s sexuality from a topic of limit research and taboo to one of discourse on their identify as sexual beings in interlocking systems of “isms”.
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"Is there a black and minority ethnic third sector in the UK?" In Community Groups in Context, edited by Lucy Mayblin. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447327776.003.0010.
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Can the BME third sector be considered a distinctive sector in its own right? Contributing towards building a foundation of knowledge on the black minority ethnic (BME) third sector, this chapter offers an introductory resource on research in this field. The paper begins with discussion on the contested concept of a BME third sector (BME TS) and its 'distinctiveness' from the wider third sector. It highlights the importance of robust comparative analyses to identify the differences between subsectors, in order to examine the policy implications for these different organisations. The chapter provides brief overviews of material about different types of organisation that might constitute the BME TS. These include: refugee and asylum seeker organisations (RCOs), faith based organisations, diasporic immigrant community organisations, and Black community organisations. In closing, the paper identifies gaps in the current research base that will be of interest to the wider research community.
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Edge, Dawn, and Fatimah Jackson-Best. "Black and minority ethnic (BME) women and postpartum depression." In Another Twinkle in the Eye, 291–304. Routledge, 2017. http://dx.doi.org/10.1201/9781315379722-29.
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Darko, Natalie. "The importance of intersectionality." In Engaging Black and Minority Ethnic Groups in Health Research, 45–52. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.003.0005.
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This chapter focuses on current academic definitions of intersectionality and highlights why this term is important for the delivery of health interventions for BME groups. In recognition of recent research on intersectionality, additional dimensions of difference and marginality for ethnic minority groups are discussed here.A brief exploration of some of the current health interventions and studies that employ an intersectional approach is also provided. However, it is argued that few in the UK facilitate a focus on this approach. Furthermore, few apply the theory to examine the interconnected ways in which multiple aspects of identity impact on health and access to healthcare interventions for BME people. This chapter sets the context for the subsequent chapter, in which a research case study is presented about why intersectionality theory assists in addressing misconceptions about BME groups as being hard to reach in health intervention delivery.
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Darko, Natalie. "Concepts and misconceptions." In Engaging Black and Minority Ethnic Groups in Health Research, 5–18. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.003.0002.
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Terms such as race, ethnicity, BME (Black and Minority Ethnic) and BAME (Black, Asian and Minority Ethnic) are commonly used in health practice and research. However, understandings of the terms vary and are commonly misunderstood. This chapter provides an outline of the meanings frequently used for these terms and how they are applied in this text. Attention focuses on the concept of hard to reach and its assignment to BME populations who are presumed to not engage in health services and research. The reasons as to why BME people are conceptualised in this way in health services and research is also discussed. It is acknowledged that academics and practitioners have been debating this term for some time but little progress has been made in advancing it and the exclusionary practices that accompany it. Reflecting on when and why this has occurred, is an important starting point for introducing this text. Therefore, a historical account of the concept of hard to reach and of the challenges faced when doing inclusive research are discussed. This chapter aligns to existing research in this field that acknowledges BME people are still being treated differently by service providers and feel unequal to White -British groups.
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Darko, Natalie. "Introduction." In Engaging Black and Minority Ethnic Groups in Health Research, 1–4. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.003.0001.
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This chapter introduces the text, outlines the central aim and provides a background and rationale that explains why this publication is needed. It is argued that more inclusive practice is required to improve the inclusion and under-representation of BME groups in health services and research. It is also suggested that we need to shift away from the use of the term ‘hard to reach’ and associated misconceptions because it contributes to exclusionary practices and has implications for escalating inequalities in health and healthcare access for BME groups. A brief outline of the chapters of the book are provided.
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Darko, Natalie. "South Asian and BME migrant women’s experiences of culturally tailored, women-only physical activity programme for improving participation, social isolation and wellbeing." In Engaging Black and Minority Ethnic Groups in Health Research, 93–106. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.003.0007.
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The chapter discusses the delivery and evaluation of a women-only physical activity and yoga programme designed to improve physical activity, social isolation and well-being amongst South Asian and Black and Minority Ethnic (BME) migrant women living in areas of high economic deprivation. The chapter provides an accessible insight into the aims, objectives, methods and findings of the study. It provides important recommendations on how researchers and service providers can deliver culturally tailored community-based health interventions It will be demonstrated that social support such as childcare provision, child-friendly sessions and social media forums, determined by the target population can mitigate misconceptions about South-Asian and BME migrant women as being difficult to engage in health interventions.
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Darko, Natalie. "Race, ethnicity and health inequalities." In Engaging Black and Minority Ethnic Groups in Health Research, 19–36. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447359128.003.0003.
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Health inequalities are a growing concern in the UK. However, as the ethnic and racial diversity of the population is continuing to increase; ethnic health inequalities are rising. This chapter explores some of these inequalities in the UK. Understandings of the relationship between race, ethnicity and health are presented first, to allow for consideration of ethnicity and race within health inequalities. The chapter then explores some of the current research on health outcomes and health- related practices of BME people in the UK. These include cardiovascular disease, Covid-19 (SARS-CoV-2) and health related risk factors such as mental health. This chapter also examines why ethnic health inequalities occurring in the UK, by considering what factors that influence health outcomes amongst BME groups.
Reports on the topic "Black and Minority Ethnic (BME) pupils"
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Harris, Catherine, and Bernadette Stiell. Time for Change: What does the available literature tell us about the representation of people from black and minority ethnic (BME) backgrounds in the UK children’s literature sector? Arts Council England, November 2019. http://dx.doi.org/10.7190/cresr.2019.3374677492.
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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.
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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.