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.
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Morris, Charlotte. "How accessible and acceptable is clinical psychology to black and minority ethnic clients?" Clinical Psychology Forum 1, no. 230 (February 2012): 31–35. http://dx.doi.org/10.53841/bpscpf.2012.1.230.31.
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This article discusses limitations associated with psychological interventions available in the NHS when working with individuals from BME groups. Also discussed is how clinical psychology trainees can be prepared for working with clients who have backgrounds different to their own.
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Singh, Swaran P., Nan Greenwood, Sarah White, and Rachel Churchill. "Ethnicity and the Mental Health Act 1983." British Journal of Psychiatry 191, no. 2 (August 2007): 99–105. http://dx.doi.org/10.1192/bjp.bp.106.030346.
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BackgroundBlack and minority ethnic (BME) patients are disproportionately detained under the Mental Health Act 1983. There has been no systematic exploration of differences within and between ethnic groups, nor of the explanations put forward for this excess.AimsTo systematically review detention and ethnicity, with meta-analyses of detention rates for BME groups, and to explore the explanations offered for ethnic differences in detention rates.MethodLiterature search and metaanalysis. Explanations offered were categorised, supporting literature was accessed and the strength of the evidence evaluated.ResultsIn all, 49 studies met inclusion criteria; of these, 19 were included in the meta-analyses. Compared with White patients, Black patients were 3.83 times, BME patients 3.35 times and Asian patients 2.06 times more likely to be detained. The most common explanations related to misdiagnosis and discrimination against BME patients, higher incidence of psychosis and differences in illness expression. Many explanations, including that of racism within mental health services, were not supported by clear evidence.ConclusionsAlthough BME status predicts psychiatric detention in the UK, most explanations offered for the excess detention of BME patients are largely unsupported.
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Desai, Vandana. "Black and Minority Ethnic (BME) student and staff in contemporary British Geography." Area 49, no. 3 (August 7, 2017): 320–23. http://dx.doi.org/10.1111/area.12372.
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Patel, Neesha. "Targeting Black and Ethnic Minority (BME) groups into future health psychology research." Health Psychology Update 21, no. 2 (2012): 22–24. http://dx.doi.org/10.53841/bpshpu.2012.21.2.22.
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Srikanthan, Sinthu. "Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis." British Journal of Social Work 49, no. 8 (March 11, 2019): 2168–86. http://dx.doi.org/10.1093/bjsw/bcz016.
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Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.
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Shah, Snehal, Nicholas Wood, Lizette Nolte, and Louise Goodbody. "The experience of being a trainee clinical psychologist from a black and minority ethnic group: A qualitative study." Clinical Psychology Forum 1, no. 232 (April 2012): 32–35. http://dx.doi.org/10.53841/bpscpf.2012.1.232.32.
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This study explored the experiences of nine trainee clinical psychologists from black and minority ethnic (BME) backgrounds using a phenomenological approach. The key issues in relation to the findings are discussed, specifically around highlighting race and culture issues, strengths and resources, and support that is needed from training providers.
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McAllister, Bría J. "The association between ethnic background and prostate cancer." British Journal of Nursing 28, no. 18 (October 10, 2019): S4—S10. http://dx.doi.org/10.12968/bjon.2019.28.18.s4.
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Prostate cancer is a complex disease which is more prevalent among men of black and minority ethnic (BME) background than their Caucasian counterparts, with men of African-Caribbean background experiencing higher levels of incidence and mortality than any other ethnic group. The reasons behind this health inequality are poorly understood and likely to be multifactorial. Several theories have been posited, including genetic disposition, poorer access to health care, a lack of understanding of the risks posed by prostate cancer and an unwillingness to access mainstream health care. There is, however, a notable disparity between the amount of literature focusing on prostate cancer as it affects those with a BME background and on prostate cancer in general. This further compounds the difficulties encountered by BME men, who rely on health professionals being aware of the greater risk they face. More knowledge and understanding is required by both the general population and medical practitioners to address this health inequality.
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Moore, Amanda P., Kristina Nanthagopan, Grace Hammond, Peter Milligan, and Louise M. Goff. "Influence of weaning timing advice and associated weaning behaviours in a survey of black and minority ethnic groups in the UK." Public Health Nutrition 17, no. 9 (September 13, 2013): 2094–103. http://dx.doi.org/10.1017/s1368980013002383.
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AbstractObjectiveTo assess understanding of the Department of Health weaning guidelines and weaning influences in a self-selected sample of black and minority ethnic (BME) parents, residing in London.DesignA face-to-face, questionnaire-facilitated survey among Black African, Black Caribbean and South Asian parents.SettingAn opportunistic sample of parents was recruited from Sure Start centres, churches and play groups across key London boroughs.SubjectsThree hundred and forty-nine interviews were included; 107 Black African, fifty-four Black Caribbean, 120 South Asian and sixty-four of Black mixed-race ethnicity.ResultsFifty-two per cent of Black and 66 % of South Asian parents had accurate understanding of the guidelines. Inaccurate knowledge of the guidelines was associated with weaning before 17 weeks (P < 0·001); 36 % of Black Africans and 31 % of Black Caribbeans were weaned before 4 months compared with 16 % of South Asians. All BME groups were most influenced by weaning information from the previous generations of mothers in their families, which was associated with earlier weaning (21·5 (sd 6·5) v. 24·1 (sd 4·2) weeks; F(2,328) = 5·79, P = 0·003), and less so by professional infant feeding advice, which was associated with a later weaning age (23·7 (sd 5·1) v. 20·7 (sd 5·7) weeks; F(1,344) = 34·7, P < 0·001).ConclusionsLack of awareness of the Department of Health weaning guidelines is common among these BME populations, whose weaning behaviour is strongly influenced by informal advice. Further research is necessary to elucidate the influences on weaning in these populations and to facilitate the development of infant feeding support which is salient for BME groups in the UK.
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Gandhi, Kalyani. "My Work." Working with Older People 12, no. 2 (June 1, 2008): 34–36. http://dx.doi.org/10.1108/13663666200800030.
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In this final article, Kalyani Gandhi writes in a personal capacity about her career to date and about the work of her organisation, PRIAE, in seeking solutions and changing policy across a range of areas, including mental health, palliative care and lifelong learning for people from black and minority ethnic (BME) communities.
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Isaac, Deborah. "One Size DOES NOT Fit All: Black British-Born Mental Health Nurses and Factors Influencing their ‘National’ Health Service Career Progression." Journal of Ethnic and Cultural Studies 7, no. 3 (September 1, 2020): 88. http://dx.doi.org/10.29333/ejecs/417.
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Evidence suggests that Black and Minority Ethnic nurses in England’s National Health Service significantly lag behind their White counterparts in Bands 8a, 8b, 8c, 8d & 9 and ‘Very Senior Managers’ positions. Some attribute unequal positions of these nurses to discrimination, racism, exclusion, classism and other forms of disadvantage. Other factors however, are obscured through the accounts of predominantly Black overseas nurses. National Health Service Trusts’ workforce data tends to be gathered using the acronyms BME or BAME. Narrow ascriptions of skin colour or ethnicity to signify experiences of nurses as BME or BAME overlook complexed factors influencing their career. The aim of this study is to understand the career progression of Black British-born nurses as current literature fail to meaningfully account for their experiences. To understand the issues influencing the apparent lag, this study utilised a qualitative approach. Data collection was supported by semi-structured interviews. Unlike other studies, participants revealed very little to suggest discrimination as a hindering factor of career progression. Such a finding indicated that socialised ‘British cultural capital’ constitutes a strong ‘helping factor’ to override the ‘hindering factor’ of their ‘Black ethnic identity’. This implies that National Health Service Trusts equal opportunities policy drivers should apply more robust ethnic monitoring and reporting systems. Consequently, its grading structures would be best placed to represent and compare intergroup nuances between ethnic minority nurses. It will become inescapable for the UKs National Health Service not to address intersectional factors of ethnic identity, due to historical and persistent exposure of workforce inequities.
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Jaspal, Rusi, Barbara Lopes, Zahra Jamal, Carmen Yap, Ivana Paccoud, and Parminder Sekhon. "HIV knowledge, sexual health and sexual behaviour among Black and minority ethnic men who have sex with men in the UK: a cross-sectional study." Sexual Health 16, no. 1 (2019): 25. http://dx.doi.org/10.1071/sh18032.
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Background Black and minority ethnic (BME) men who have sex with men (MSM) face a major burden in relation to HIV infection. Using a cross-sectional correlational survey design, the present study explored the relationships between HIV knowledge and reported sexual health and sexual behaviour in this population. Methods: A convenience sample of 538 BME MSM was recruited in London, Leicester and Leeds: 346 (64%) self-identified as South Asian, 88 (16%) self-identified as Latin American, 76 (14%) self-identified as Black, 13 (2%) self-identified as mixed, and 15 (3%) self-identified as other. Results: HIV knowledge was low across the board, and South Asian MSM manifested the lowest scores. Respondents who perceived their HIV risk to be low possessed the least HIV knowledge. There were interethnic differences in the frequency of gay sauna visits, sex-seeking on mobile applications, drug use and attendance at sex parties. Respondents reported a high frequency of racism and discrimination, with Black MSM reporting highest frequency. Conclusions: There is an urgent need to raise awareness of HIV in BME MSM, and a culturally competent approach to HIV awareness-raising in BME MSM is required. These findings shed light on the contexts in which HIV prevention efforts should be targeted to reach specific ethnic groups, as well as some of the potential syndemics that can increase HIV risk or undermine HIV outcomes in BME MSM patients.
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Casserly, Josephine. "‘Sometimes you need to think outside their boxes’: An Examination of the Voice of Black Minority Ethnic Women in Post-Devolution Scotland." Scottish Affairs 23, no. 4 (November 2014): 419–44. http://dx.doi.org/10.3366/scot.2014.0042.
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This article explores the voice of black minority ethnic (BME) women in devolved Scotland. Particular attention is given to examining multicultural policies and devolved political processes and how these impact on the position of BME women in the political life of Scotland. The study is based on secondary analysis of existing survey and focus group data, and primary data drawn from qualitative interviews conducted with a sample of respondents from political and non-governmental organisations. Drawing on feminist theories of multiculturalism, culture is perceived as dynamic and contested and the research depicts BME women as agents engaged in shaping Scotland and their own cultures. The findings show that devolution has created a political opportunity structure more favourable to the voices of BME women. However, this voice remains quiet and is limited by barriers within and outside of BME communities. The research also highlights the role of third sector organisations in enabling the voice of BME women. The author concludes by arguing that successive devolved governments’ promotion of multiculturalism in Scotland has benefited BME women but with important limitations.
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Steele, Andy, and Stephen Todd. "The future of the black and minority ethnic (BME) construction sector in England." Construction Management and Economics 23, no. 10 (December 2005): 1017–23. http://dx.doi.org/10.1080/01446190500372429.
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Tedam, Prospera. "Enhancing the practice learning experiences of BME students: Strategies for practice education." Journal of Practice Teaching and Learning 13, no. 2-3 (August 17, 2015): 146–61. http://dx.doi.org/10.1921/jpts.v13i2-3.820.
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Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainment on social work qualifying programmes, and practice placements are becoming notorious as sites of difficulty for many students from black and minority ethnic (BME) backgrounds. This paper focuses on a sub-group (black African students), an ethnic minority group with a unique set of characteristics which have been found to contribute to their specific experiences of practice education in the UK.This paper outlines some strategies which have been proposed by black African students as necessary and central to enhancing their practice learning experiences and outcomes on social work programmes. This article was developed from a paper presented to the International Conference on Practice Learning in Scotland (4-7 April 2014).
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Bunce, Louise, and Naomi King. "Experiences of autonomy support in learning and teaching among black and minority ethnic students at university." Psychology of Education Review 43, no. 2 (2019): 2–8. http://dx.doi.org/10.53841/bpsper.2019.43.2.2.
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In higher education in the UK, there is an unnecessary and inequitable attainment gap of approximately 15 per cent between the number of black and minority ethnic (BME) students and white students who receive a first class or upper second class degree. The aim of this study was to explore whether BME students experienced structural inequalities in teaching and learning that thwarted the extent to which they experienced satisfaction of their need for autonomy, which may contribute to the existence of an attainment gap. Three focus groups were conducted to explore these issues with 17 BME students studying at one UK university. They were all female, aged between 18–50 years, and most described their ethnicity as Black African. Thematic analysis combining an inductive and deductive approach generated two themes: Lack of satisfaction of the need for autonomy, and satisfaction of the need for autonomy. All students predominantly discussed situations in which they felt unable to behave in ways that were concordant with their true sense of self, due to factors including course material that did not address diverse cultural issues and negative stereotypes held by students and staff. They described how this often led to a sense of isolation, diminished motivation, and lower wellbeing. In contrast, some students described specific lectures in which diversity was discussed in a way that satisfied their need for autonomy. Implications for teaching are discussed.
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Singh, SP, Z. Islam, LJ Brown, R. Gajwani, R. Jasani, F. Rabiee, and H. Parsons. "Ethnicity, detention and early intervention: reducing inequalities and improving outcomes for black and minority ethnic patients: the ENRICH programme, a mixed-methods study." Programme Grants for Applied Research 1, no. 3 (December 2013): 1–168. http://dx.doi.org/10.3310/pgfar01030.
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BackgroundBlack and minority ethnic (BME) service users experience adverse pathways into care. Ethnic differences are evident even at first-episode psychosis (FEP); therefore, contributory factors must operate before first presentation to psychiatric services. The ENRICH programme comprised three interlinked studies that aimed to understand ethnic and cultural determinants of help-seeking and pathways to care.Aims and objectivesStudy 1: to understand ethnic differences in pathways to care in FEP by exploring cultural determinants of illness recognition, attribution and help-seeking among different ethnic groups. Study 2: to evaluate the process of detention under the Mental Health Act (MHA) and determine predictors of detention. Study 3: to determine the appropriateness, accessibility and acceptability of generic early intervention services for different ethnic groups.MethodsStudy 1: We recruited a prospective cohort of FEP patients and their carers over a 2-year period and assessed the chronology of symptom emergence, attribution and help-seeking using semistructured tools: the Nottingham Onset Schedule (NOS), the Emerging Psychosis Attribution Schedule and the ENRICH Amended Encounter Form. A stratified subsample of user–carer NOS interviews was subjected to qualitative analyses. Study 2: Clinical and sociodemographic data including reasons for detention were collected for all MHA assessments conducted over 1 year (April 2009–March 2010). Five cases from each major ethnic group were randomly selected for a qualitative exploration of carer perceptions of the MHA assessment process, its outcomes and alternatives to detention. Study 3: Focus groups were conducted with service users, carers, health professionals, key stakeholders from voluntary sector and community groups, commissioners and representatives of spiritual care with regard to the question: ‘How appropriate and accessible are generic early intervention services for the specific ethnic and cultural needs of BME communities in Birmingham?’ResultsThere were no ethnic differences in duration of untreated psychosis (DUP) and duration of untreated illness in FEP. DUP was not related to illness attribution; long DUP was associated with patients being young (< 18 years) and living alone. Black patients had a greater risk of MHA detention, more criminal justice involvement and more crisis presentations than white and Asian groups. Asian carers and users were most likely to attribute symptoms to faith-based or supernatural explanations and to seek help from faith organisations. Faith-based help-seeking, although offering comfort and meaning, also risked delaying access to medical care and in some cases also resulted in financial exploitation of this vulnerable group. The BME excess in MHA detentions was not because of ethnicity per se; the main predictors of detention were a diagnosis of mental illness, presence of risk and low level of social support. Early intervention services were perceived to be accessible, supportive, acceptable and culturally appropriate. There was no demand or perceived need for separate services for BME groups or for ethnic matching between users and clinicians.ConclusionsStatutory health-care organisations need to work closely with community groups to improve pathways to care for BME service users. Rather than universal public education campaigns, researchers need to develop and evaluate public awareness programmes that are specifically focused on BME groups.FundingThe National Institute for Health Research Programme Grants for Applied Research programme.
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Miller, Paul, and Christine Callender. "Black leaders matter." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 183–96. http://dx.doi.org/10.1108/jme-12-2016-0063.
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Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. Research limitations/implications The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. Practical implications Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. Originality/value This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.
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Elonga Mboyo, Jean Pierre. "School leadership and Black and minority ethnic career prospects in England: The choice between being a group prototype or deviant head teacher." Educational Management Administration & Leadership 47, no. 1 (August 18, 2017): 110–28. http://dx.doi.org/10.1177/1741143217725326.
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The body of research on the career prospects of Black and minority ethnic (BME) teachers cites racism as one of the reasons for BME underrepresentation in positions of school leadership in England. Understanding the nature of such discriminatory practices is needed in order to find solutions. It has also been reported that pioneer BME leaders are perceived as role models. Such a claim is mainly based on their appointment rather than their action or inaction in facilitating the career progression of other members of BME staff. To address these gaps, this study draws on electronic survey data of eight respondents out of ten, two of whom provided rich written and interview narratives. The data were analysed under the group-based identity formation framework to suggest that the underrepresentation of BME staff due to racism can be explained by head teachers’ prototypicality of group/team values and their failure to deviate from these. That a BME senior leader acted in the same way highlights the following: the dominance of the role of head as a group prototype; the need to challenge deep-seated discrimination; and the view that increased representation needs to be matched with modified school-wide attitude.
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Wilson, Doirean. "A hierarchy of respect." Human Resource Management International Digest 23, no. 5 (July 13, 2015): 5–7. http://dx.doi.org/10.1108/hrmid-06-2015-0104.
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Purpose – Interviews two black minority ethnic (BME) male youths who were raised in high knife and gun-crime areas of London. Design/methodology/approach – Considers whether feral youth behavior might have something to do with British youths’ need for respect. Findings – Quotes one of the youths as saying it is disrespectful to enter their territory without permission. Practical implications – Quotes the other as saying that BME male youths do not get respect from the British police, the politicians or the society and so do not have a voice. Social implications – Considers that society might therefore benefit from changing its attitude to BME youth. Originality/value – Contains the views of two BME young people who were prepared to be named in an interview that would provide them with the opportunity to air their views without criticism.
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Hargreaves, Linda M. "The status of minority ethnic teachers in England: Institutional racism in the staffroom." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 37–52. http://dx.doi.org/10.30827/dreh.v0i1.7151.
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This paper reports research conducted with Black and Minority Ethnic (BME) teachers in England, specifically to find out (i) whether the status of teaching influenced their decisions to join the profession, and (ii) their perceptions of their status within the profession. The data are drawn from the national Teacher Status Project conducted in England 2002-6 combined with previously unpublished data from a follow up study with Asian teachers in 2007. The conclusions, based on focus groups with 65 teachers (African Caribbean, Pakistani, Indian, Bangladeshi) in four regions of England, are that the teachers were not influenced by the status of teaching but joined the profession for intrinsic reasons, such as to improve children’s achievement, and to be role models for all children and for other teachers. Their self perceptions of their status within the profession are that it is low, as shown, for example, through the rejection of their culturally sensitive approaches to teaching, and their struggles to achieve leadership roles. The latter finding is repeatedly endorsed in studies of BME teachers and demands national monitoring of their career trajectories.
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Kirkbride, J. B., D. Barker, F. Cowden, R. Stamps, M. Yang, P. B. Jones, and J. W. Coid. "Psychoses, ethnicity and socio-economic status." British Journal of Psychiatry 193, no. 1 (July 2008): 18–24. http://dx.doi.org/10.1192/bjp.bp.107.041566.
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BackgroundConsistent observation of raised rates of psychoses among Black and minority ethnic (BME) groups may possibly be explained by their lower socio-economic statusAimsTo test whether risk for psychoses remained elevated in BME populations compared with the White British, after adjustment for age, gender and current socio-economic statusMethodPopulation-based study of first-episode DSM–IV psychotic disorders, in individuals aged 18–64 years, in East London over 2 yearsResultsAll BME groups had elevated rates of a psychotic disorder after adjustment for age, gender and socio-economic status. For schizophrenia, risk was elevated for people of Black Caribbean (incidence rate ratios (IRR)=3.1, 95% CI 2.1–4.5) and Black African (IRR=2.6, 95% CI 1.8–3.8) origin, and for Pakistani (IRR=3.1, 95% CI 1.2–8.1) and Bangladeshi (IRR=2.3, 95% CI 1.1–4.7) women. Mixed White and Black Caribbean (IRR=7.7, 95% CI 3.2–18.8) and White Other (IRR=2.1, 95% CI 1.2–3.8) groups had elevated rates of affective psychoses (and other non-affective psychoses)ConclusionsElevated rates of psychoses in BME groups could not be explained by socio-economic status, even though current socio-economic status may have overestimated the effect of this confounder given potential misclassification as a result of downward social drift in the prodromal phase of psychosis. Our findings extended to all BME groups and psychotic disorders, though heterogeneity remains
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Holgate, Jane. "Organizing migrant workers." Work, Employment and Society 19, no. 3 (September 2005): 463–80. http://dx.doi.org/10.1177/0950017005055666.
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The structural position of black and minority ethnic workers (BME) and migrant workers in the UK labour market is relatively well known. Many workers in these groups find themselves in low-paid, low-skilled jobs primarily because of their ethnicity and regardless of their skills. This racialization of the labour market has been well documented - particularly since the ‘large-scale’ BME immigration in the post-war period. What is less well known is what it is like to work in these increasingly segmented sections of the economy where white workers have abandoned jobs in favour of (slightly) more lucrative work. Adopting a case-study approach, this article follows a trade union’s attempt to organize a sandwich factory of 500 workers, where most of the workforce was made up of BME migrant workers.
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Ekanem, Ignatius. "Influences on the behaviour of black and minority ethnic (BME) communities towards debt and bankruptcy." International Journal of Consumer Studies 37, no. 2 (May 15, 2012): 199–205. http://dx.doi.org/10.1111/j.1470-6431.2012.01104.x.
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Edge, Dawn. "Can managed care networks improve perinatal mental healthcare for Black and minority ethnic (BME) women?" Journal of Public Mental Health 10, no. 3 (September 16, 2011): 151–63. http://dx.doi.org/10.1108/17465721111175038.
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Duffin, Michelle. "Do we really understand the substance misuse needs of black and minority ethnic (BME) communities?" Safer Communities 6, no. 4 (December 2007): 42–44. http://dx.doi.org/10.1108/17578043200700031.
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Venkatesan, Gayathri, Scott Weich, Orla McBride, Liz Twigg, Helen Parsons, Jan Scott, Kamaldeep Bhui, and Patrick Keown. "Size and clustering of ethnic groups and rates of psychiatric admission in England." BJPsych Bulletin 42, no. 4 (May 11, 2018): 141–45. http://dx.doi.org/10.1192/bjb.2018.17.
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Aims and methodTo compare rates of admission for different types of severe mental illness between ethnic groups, and to test the hypothesis that larger and more clustered ethnic groups will have lower admission rates. This was a descriptive study of routinely collected data from the National Health Service in England.ResultsThere was an eightfold difference in admission rates between ethnic groups for schizophreniform and mania admissions, and a fivefold variation in depression admissions. On average, Black and minority ethnic (BME) groups had higher rates of admission for schizophreniform and mania admissions but not for depression. This increased rate was greatest in the teenage years and early adulthood. Larger ethnic group size was associated with lower admission rates. However, greater clustering was associated with higher admission rates.Clinical implicationsOur findings support the hypothesis that larger ethnic groups have lower rates of admission. This was a between-group comparison rather than within each group. Our findings do not support the hypothesis that more clustered groups have lower rates of admission. In fact, they suggest the opposite: groups with low clustering had lower admission rates. The BME population in the UK is increasing in size and becoming less clustered. Our results suggest that both of these factors should ameliorate the overrepresentation of BME groups among psychiatric in-patients. However, this overrepresentation continues, and our results suggest a possible explanation, namely, changes in the delivery of mental health services, particularly the marked reduction in admissions for depression.Declaration of interestNone.
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VLACHANTONI, ATHINA, ZHIXIN FENG, MARIA EVANDROU, and JANE FALKINGHAM. "Ethnic elders and pension protection in the United Kingdom." Ageing and Society 37, no. 5 (February 26, 2016): 1025–49. http://dx.doi.org/10.1017/s0144686x16000143.
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ABSTRACTPension receipt in later life is determined by the way in which individuals' pension contributions and circumstances over the lifecourse interact with eligibility rules. Within the British context, such pensions relate to sources such as the State Pension, an occupational or private pension, and Pension Credit. Existing research shows that membership of certain ethnic groups is associated with a lower likelihood of receiving occupational or private pensions. Data from Understanding Society allows us to build on existing evidence by examining the factors associated with the receipt of three different kinds of pension income – State, occupational/private and Pension Credit – among older men and women from separate Black and Minority Ethnic (BME) groups. The results show that belonging to certain BME groups reduces one's chances of receiving the State Pension or an occupational/private pension, but increases the chance of receiving Pension Credit. The gender-specific analysis shows that these results hold true for many BME groups of men, whereas among women, only Pakistani women are less likely than White British women to receive an occupational/private pension. Such findings provide up-to-date empirical evidence that ethnic inequalities in pension protection are still evident and contribute to the increasingly important debate in the United Kingdom and elsewhere regarding migrants' social security and welfare over the lifecourse and in later life.
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Olabanji, Oluwatayo Adeola. "Collaborative Approaches to Addressing Domestic and Sexual Violence among Black and Minority Ethnic Communities in Southampton: A Case Study of Yellow Door." Societies 12, no. 6 (November 19, 2022): 165. http://dx.doi.org/10.3390/soc12060165.
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Domestic and sexual abuse have been in the academic discourse for quite some time. In recent years in the United Kingdom, the government, non-governmental organisations (NGOs) and the charity sector have doubled their efforts to tackle this challenge through different approaches. One of these approaches is the establishment of specialist services. A case study of these specialist interventions is two advocacy services within a community-based domestic and sexual abuse charity in Southampton named Yellow Door (YD). In line with the specialist service approach (SSA), the diversity, inclusion and advocacy (DIA) service and the Black and minority ethnic Communities (BME) independent sexual violence advisory (ISVA) service were created to address the needs of the BME community. Through the adoption of the collaboration, prevention and education approach, these services support survivors from this community, professionals and community groups to encourage more disclosures and support clients holistically. Recommendations to encourage more reporting and better ways to improve the needs of clients from BME communities were proposed.
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Hossain, A., M. Malkov, T. Lee, and K. Bhui. "Ethnic variation in personality disorder: evaluation of 6 years of hospital admissions." BJPsych Bulletin 42, no. 4 (June 13, 2018): 157–61. http://dx.doi.org/10.1192/bjb.2018.31.
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Aims and methodThere is limited evidence on ethnic differences in personality disorder prevalence rates. We compared rates of people with personality disorder admitted to hospital in East London from 2007 to 2013.ResultsOf all people admitted to hospital, 9.7% had a personality disorder diagnosis. The admission rate for personality disorder has increased each year. Compared with White subjects, personality disorder was significantly less prevalent among Black and other minority ethnic (BME) groups. Personality disorder was diagnosed in 20% of forensic, 11% of general adult, 8% of adolescent and 2% of old-age in-patients.Clinical implicationsThe increasing number of personality disorder diagnoses year on year indicates the increasing impact of personality disorder on in-patient services. It is important to identify and appropriately manage patients with a personality disorder diagnosis due to the significant strain they place on resources. The reasons for fewer admissions of BME patients may reflect alternative service use, a truly lower prevalence rate or under-detection.Declaration of interestNone.
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Bhattacharyya, Sarmishtha, and Susan Mary Benbow. "Mental health services for black and minority ethnic elders in the United Kingdom: a systematic review of innovative practice with service provision and policy implications." International Psychogeriatrics 25, no. 3 (November 19, 2012): 359–73. http://dx.doi.org/10.1017/s1041610212001858.
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ABSTRACTBackground: The proportion of older people from black and minority ethnic (BME) groups in the United Kingdom (UK) is increasing steadily as the population ages. The numbers with dementia, depression, and other mental health problems are predicted to increase. Government policy documents have highlighted gaps in services for BME elders and/or the need to develop culturally appropriate services, in order to prevent people from BME communities from becoming socially excluded and finding services hard to access. This paper reviews published examples of innovative services and key learning points from them.Method: A search was carried out on Pubmed, Medline, and Google Scholar for service developments aimed at BME elders in the UK. Sixteen relevant papers and reports were identified and were analysed to identify learning points and implications for clinical practice and policy.Results: Commissioning issues included were forward planning for continuing funding and mainstreaming versus specialist services. Provider management issues included were employing staff from the communities of interest, partnership, and removing language barriers. Provider service issues included were education for service provider staff on the needs of BME elders, making available information in relevant languages, building on carers’ and users’ experiences, and addressing the needs of both groups.Conclusion: A model for structuring understanding of the underutilisation of services by BME elders is suggested. The main emphasis in future should be to ensure that learning is shared, disseminated, and applied to the benefit of all communities across the whole of the UK and elsewhere. Person-centred care is beneficial to all service users.
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Coid, Jeremy, Rafael Gonzalez Rodriguez, Constantinos Kallis, Yamin Zhang, Kamaldeep Bhui, Bianca De Stavola, Paul Bebbington, and Simone Ullrich. "Ethnic disparities in psychotic experiences explained by area-level syndemic effects." British Journal of Psychiatry 217, no. 4 (October 30, 2019): 555–61. http://dx.doi.org/10.1192/bjp.2019.203.
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BackgroundEthnic inequalities in health outcomes are often explained by socioeconomic status and concentrated poverty. However, ethnic disparities in psychotic experiences are not completely attenuated by these factors.AimsWe investigated whether disparities are better explained by interactions between individual risk factors and place-based clustering of disadvantage, termed a syndemic.MethodWe performed a cross-sectional survey of 3750 UK men, aged 18–34 years, oversampling Black and minority ethnic (BME) men nationally, together with men residing in London Borough of Hackney. Participants completed questionnaires covering psychiatric symptoms, substance misuse, crime and violence, and risky sexual health behaviours. We included five psychotic experiences and a categorical measure of psychosis based on the Psychosis Screening Questionnaire.ResultsAt national level, more Black men reported psychotic experiences but disparities disappeared following statistical adjustment for social position. However, large disparities for psychotic experiences in Hackney were not attenuated by adjustment for social factors in Black men (adjusted odds ratio, 3.24; 95% CI 2.14–4.91; P < 0.002), but were for South Asian men. A syndemic model of joint effects, adducing a four-component latent variable (psychotic experiences and anxiety, substance dependence, high-risk sexual behaviour and violence and criminality) showed synergy between components and explained persistent disparities in psychotic experiences. A further interaction confirmed area-level effects (Black ethnicity × Hackney residence, 0.834; P < 0.001).ConclusionsSyndemic effects result in higher rates of non-affective psychosis among BME persons in certain inner-urban settings. Further research should investigate how syndemics raise levels of psychotic experiences and related health conditions in Black men in specific places with multiple deprivations.
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Scott, Jonathan M., and David Irwin. "Discouraged Advisees? The Influence of Gender, Ethnicity, and Education in the Use of Advice and Finance by UK SMEs." Environment and Planning C: Government and Policy 27, no. 2 (April 2009): 230–45. http://dx.doi.org/10.1068/c0806b.
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We investigate the influence of gender, ethnicity, and education in the use of external advice and finance by UK small and medium-sized enterprises (SMEs). A conceptual model of ‘discouraged advisees’ was developed as a framework for analysis of the results of a telephone survey of 400 SMEs. We found an association between the use of external advice and the ability to raise bank finance. Furthermore, both men and black and minority ethnic (BME) participants were more likely to use family and friends for advice, whilst women were twice as likely as men to use Business Link. BME business owners were discouraged from using less ‘trusted’ sources, such as Business Link, possibly believing them insufficiently tailored or that they would provide inappropriate advice. Therefore, the findings provide support for our conceptual model of discouraged advisees and have implications for the provision of advice for business owners from BME communities.
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Bridge, Maggie. "Contemporary feminist imaginings of the refuge-space: implications for Black and ‘minority ethnic’, migrant survivors in the UK." Journal of Gender-Based Violence 4, no. 3 (October 1, 2020): 393–409. http://dx.doi.org/10.1332/239868020x15982606030570.
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Since 2010, cuts to social expenditure as part of the UK government’s programme of austerity, along with a localism agenda, have resulted in the closure of many refuges for those fleeing domestic abuse, particularly those dedicated to serving Black and ‘minority ethnic’ (BME), migrant survivors. Understanding the refuge as not only a means of practical intervention but as a ‘spatial imaginary’ ‐ a conceptual space in which transformative feminist work is understood to take place ‐ this article examines the discursive construction of the refuge-space by feminist organisations which have mobilised to resist the state-sanctioned erosion of its real-world referent. Engaging with the refuge-space as a bordered site which regulates the material inclusion and exclusion of survivors, as well as the production of feminist knowledge, I assess its ability to produce feminist responses to domestic abuse which can ensure the safety of BME, migrant survivors in an increasingly hostile socio-political climate. Identifying the refuge-space as a site which variously delegates, facilitates and enacts social transformation, I argue that only a refuge-space committed to transforming the site on which it builds can begin to make safety possible for those living at the dangerous intersections of gender, race and immigration status.
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Herbert MBE, Angela. "Cultural competence in criminal justice." Human Resource Management International Digest 23, no. 5 (July 13, 2015): 39–42. http://dx.doi.org/10.1108/hrmid-05-2015-0080.
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Purpose – Considers the role of cultural competence in the criminal-justice system and the crucial role that can be played by the right kind of training. Design/methodology/approach – Argues that there are no quick solutions to disproportionality of black and minority ethnic people in the criminal-justice system but advances the view that while individuals are incarcerated, it is important for the organization and its staff to make provisions that will make a difference. Findings – Suggests that any training provision should be made subject to those industries that are likely to employ black minority ethnic (BME) people, and that offering skills in prison that do not reflect cultural attainment in industry would be setting individuals up to fail. Practical implications – Urges that awareness and training should be embraced throughout all organizations from government policymakers, chief executive officers, management board, operational staff and partners, voluntary organizations and the client or user. Social implications – Argues that commitment from the government and the prison service can result in the provision of the kinds of cultural-competence learning and skills training that can more appropriately meet the needs of, in particular, BME individuals who are frequently ill-equipped when they leave the judiciary system. Originality/value – Concludes that this support would also help to communicate and promote awareness of other people’s cultures, provide insight into their understanding of the organization’s culture while also enabling the public to understand the importance of implementing positive change.
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Austen, Liz, Caroline Heaton, Stella Jones-Devitt, and Nathaniel Pickering. "Why is the BME attainment gap such a wicked problem?" Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 147. http://dx.doi.org/10.21100/jeipc.v3i1.587.
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This paper outlines a research process which followed a case study approach (Yin, 2009) to explore the Black and Minority Ethnic (BME) student attainment gap, and responses to it, at Sheffield Hallam University. A mixed methodology was envisaged, which would triangulate institutional data, measures of student engagement, focus groups and researcher reflections to construct an analysis of interventions aimed at enhancing confidence and belonging for BME students. This discussion focuses on the challenges experienced by the research team and uses the notion of a 'wicked problem' to help understand the limitations faced. 'Wicked problems' (Rittel, 1972; see Conklin, 2005) are entrenched in social complexity, which increases in line with the diversity of the associated stakeholders. These problems have the ability to divide opinion, provide limited solutions and lay blame for lack of results. This research examining the BME attainment gap can be critiqued using this notion of a 'wicked problem', noting that, without recognition, this issue has the potential to become ubiquitous and almost unsolvable.
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Gangoli, Geetanjali, Lis Bates, and Marianne Hester. "What does justice mean to black and minority ethnic (BME) victims/survivors of gender-based violence?" Journal of Ethnic and Migration Studies 46, no. 15 (August 5, 2019): 3119–35. http://dx.doi.org/10.1080/1369183x.2019.1650010.
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Bennewith, Olive, Tim Amos, Glyn Lewis, Christina Katsakou, Til Wykes, Richard Morriss, and Stefan Priebe. "Ethnicity and coercion among involuntarily detained psychiatric in-patients." British Journal of Psychiatry 196, no. 1 (January 2010): 75–76. http://dx.doi.org/10.1192/bjp.bp.109.068890.
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SummaryWe assessed whether adult Black and minority ethnic (BME) patients detained for involuntary psychiatric treatment experienced more coercion than similar White patients. We found no evidence of this from patient interviews or from hospital records. The area (mental health trust) where people were treated was strongly associated with both the experience of coercion and the recording of a coercive measure in their records. Regarding charges of institutional racism in psychiatry, this study highlights the importance of investigating the role of area characteristics when assessing the relationship between ethnicity and patient management.
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Morrison, Nariell, Michelle Machado, and Clare Blackburn. "Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school." BMJ Open 9, no. 11 (November 2019): e032493. http://dx.doi.org/10.1136/bmjopen-2019-032493.
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ObjectiveTo explore graduate-entry medical students experiences of undergraduate training in the context of academic underperformance of medical students from ethnic minority backgrounds.DesignQualitative study using semi-structured focus groups.SettingA West Midlands medical school.Participants24 graduate-entry MBChB students were recruited using volunteer and snowball sampling; all students self-identified as being from Black and Minority Ethnic (BME) backgrounds.ResultsBME students reported facing a range of difficulties, throughout their undergraduate medical training, that they felt impeded their learning and performance. Their relationships with staff and clinicians, though also identified as facilitators to learning, were also perceived to have hindered progress, as many students felt that a lack of BME representation and lack of understanding of cultural differences among staff impacted their experience. Students also reported a lack of trust in the institution’s ability to support BME students, with many not seeking support. Students’ narratives indicated that they had to mask their identity to fit in among their peers and to avoid negative stereotyping. Although rare, students faced overt racism from their peers and from patients. Many students reported feelings of isolation, reduced self-confidence and low self-esteem.ConclusionsBME students in this study reported experiencing relationship issues with other students, academic and clinical staff, lack of trust in the institution and some racist events. Although it is not clear from this small study of one institution whether these findings would be replicated in other institutions, they nevertheless highlight important issues to be considered by the institution concerned and other institutions. These findings suggest that all stakeholders of graduate-entry undergraduate medical education should reflect on the current institutional practices intended to improve student–peer and student–staff relationships. Reviewing current proposals intended to diversify student and staff populations as well as evaluating guidance on tackling racism is likely to be beneficial.
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Dillon, Jean, and Diana J. Pritchard. "Relational Learning and Teaching with BME Students in Social Work Education." Social Policy and Society 21, no. 1 (October 7, 2021): 93–105. http://dx.doi.org/10.1017/s1474746421000671.
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Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students’ academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student ‘outcomes’, Social Work educators are invited to nurture safe and transformational learning environments.
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Griffiths, Austin. "Playing the white man’s tune: inclusion in elite classical music education." British Journal of Music Education 37, no. 1 (November 26, 2019): 55–70. http://dx.doi.org/10.1017/s0265051719000391.
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AbstractThis study examined the nature of inclusion for female and black and minority ethnic (BME) young people in elite-level classical music in England. By contrasting the numbers of female and BME students taking part in elite youth orchestras and music schools with the representation of female and BME compositions in the professional classical music repertoire, the study asked whether female and BME inclusion was limited to participation as performers or whether it included adequate representation in terms of the music performed. The survey analysed 4897 pieces from 681 composers drawn from the 2017/18 concert seasons of 10 major English orchestras, 1 week’s play lists from two classical music radio broadcasters and the programmes from the last four London Promenade seasons. The study found that female and BME students were well represented in elite music education, but they were very poorly represented in the professional repertoire, where 99% of performed pieces were by white composers and 98% by male composers. Applying Bourdieu’s concepts of doxa and illusio, the study concluded that inclusion in classical music in England allowed female and BME musicians to play, but structures in the field maintained a repertoire that continues to be white and male and does not recognise the contributions of female and BME composers. This suggests that inclusion for female and BME musicians is limited and the field continues to promote white and male dominance in its cultural values.