Voices of Black and Asian Minority Ethnic Postgraduate students post the Covid-19 pandemic: Are Higher Education institutions listening?

TY - JOUR

T1 - Voices of Black and Asian Minority Ethnic Postgraduate students post the Covid-19 pandemic: Are Higher Education institutions listening?

AU - Corrado, Evelyn Wandia

AU - Tang, Fengling

PY - 2023/11/24

Y1 - 2023/11/24

N2 - The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post Covid-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues.Our findings exposed ‘chaotic’ support that students received from HE institutions. Some students had inadequate resources and poor technical know-how which limited their access to the provisions given by the Universities, which impacted negatively their learning. Post Covid-19 pandemic, these challenges are on-going, thus, the HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic.

AB - The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post Covid-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues.Our findings exposed ‘chaotic’ support that students received from HE institutions. Some students had inadequate resources and poor technical know-how which limited their access to the provisions given by the Universities, which impacted negatively their learning. Post Covid-19 pandemic, these challenges are on-going, thus, the HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic.

KW - Covid-19 pandemic, democratic space, BAME postgraduate students, inequalities, social justice

M3 - Article

SP - 1

EP - 28

JO - Equity in Education and Society

JF - Equity in Education and Society

ER -