Document Type
Journal Article
Publication Title
Race Ethnicity and Education
Publisher
Taylor & Francis
School
School of Arts and Humanities
RAS ID
42682
Abstract
The United Kingdom’s (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and facilitators towards participation in HE separately for Pakistani and Bangladeshi students in the UK. Using thematic analysis, two overarching themes were constructed: (i) the interplay of culturally expected roles on HE participation and (ii) belief that HE is vital for success. This review identified the importance of role models to challenge cultural values that restrict women from participating in HE. Many parents and children viewed HE as a route to personal and community success. The findings support the relevancy of social learning theory in driving change for models of widening participation.
DOI
10.1080/13613324.2021.1997976
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Maskeen, S., Matthews, J., Smith, D. M., Stain, H. J., & Webster, L. A. D. (2021). Higher education as the pathway to personal and community success for Pakistani and Bangladeshi people: A systematic review. Race Ethnicity and Education. Advance online publication. https://doi.org/10.1080/13613324.2021.1997976