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The influence of ethnicity on assessments and academic progression in a midwifery degree

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posted on 2024-03-20, 11:26 authored by Shauna Gnanapragasam

Background/Aims Midwifery degrees require students to study for 3 years, during which they are assessed both academically and in practice placements. This study's aim was to explore year-by-year associations between assessment grades and students' ethnicity as they progressed through their degree. Methods Retrospective data collected at a single university in the UK were analysed using descriptive statistics. The cohort and variables were stratified by student ethnicity, year of study and assessment grades given for academic work and placement practice assessments. Results While Black, Asian and minority ethnic students started with lower practice assessment grades in year 1, this improved such that there was no difference in attainment by year 3. In contrast, university academic grades were consistently lower for Black, Asian and minority ethnic versus White students, and this pattern did not change throughout the degree programme. Conclusions The likely factor in lower final degree outcomes among Black, Asian and minority ethnic students is not from practice assessments but academic performance. Targeted interventions that recognise different learning styles and educational experiences in the university environment may address and improve this inequality in attainment.

History

Refereed

  • Yes

Volume

32

Issue number

2

Page range

58-63

Publication title

British Journal of Midwifery

ISSN

0969-4900

Publisher

Mark Allen Group

File version

  • Published version

Language

  • eng

Item sub-type

Journal Article

Affiliated with

  • School of Nursing and Midwifery – Cambridgeshire Outputs

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