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0504
SUPPORTING BLACK STUDENTS | SEPTEMBER 2018 | UNIVE RSITY & COLLEGE COUNSELLINGUNIVE RSITY & COLLEGE COUNSELLING | SEPTEMBER 2018 | SUPPORTING BLACK STUDENTS
These raw gains in paricipaion, however, do not tell
the whole story about the black Briish experience in
UK universiies. For example, BAME paricipaion
coninues to be unevenly distributed throughout the
higher educaion sector in favour of lower presige
universiies.2,4 In addiion, black university students
are much more likely to drop out than their white
peers. Keohane and Petrie analysed data for 114
Briish universiies and found t hat the proporion
of black students at a university was a staisically
significant, posiive predictor for drop-out rate.1 They
also cite Teaching Excellence Framework data that
suggest that 10.3 per cent of black students drop out,
compared with 6.9 per cent of the general student
populaion.1 In a separate analysis, the O fice for Fair
Access found that black students were 1.5 imes more
likely to drop out than either white or Asian students.5
In the first of two aricles exploring the experiences of black and minority
ethnic students at Briish universiies, Douglas Guifrida, Oliver Boxell,
Stephon Hamell, Ivonne Ponicsan and Roimi Akinsete consider the
impact of lack of social integraion and academic support, and highlight
the importance of the support and advocacy that counsellors can provide
for such clients
T his is an unprecedented moment to re lect
on the black student experience in Briish
universiies. Student retenion, degree
attainment, and labour market disadvantage,
especially for minority groups, are now emerging as
a priority in university performance measurements
and in educaion research and policy development.
This follows the sustained eforts and successes
over the past quarter of a century to improve both
the quanity and diversity of black, Asian, and
minorit y ethnic (BAME) students in UK higher
educaion.1 Sian points out, for example, that BAME
university paricipaion increased from 13 per cent
in 1994–5 to 23 per cent in 2008 –9.2 Add iiona ll y,
Crawford and Greaves found that BAME students
are actually more likely to attend university than
their white counterparts.3
PART ONE:
UNDERSTANDING
STUDENTS’
EXPERIENCES
WITH PEERS AND
ACADEMIC STAFF
SUPPORTING
BLACK BRITISH
UNIVERSITY
STUDENTS
Library picture, for illustration purposes only
0706
American students defined success. The high-
achieving students tended to prioriise grades above
all else when defining their success, whereas the
low-achieving students tended to value ser vice to
the university, including advocaing for diversity
and socia l change, above academic achievement
when defining success.
Gui frida also found diferences in the ways in
which high- and low-achieving students defined
their leadership st yles.21 High-achieving students
described leadership st yles that were systemic,
meaning they tended to share duies and leadership
responsibiliies with other members. Low-achieving
students, on the other hand, described themselves
as having leadership styles that were much more
hierarchical, which is when leaders tend to make
decisions for the group uni laterally and take on a
disproporionately large amount of the group’s
work. He concluded that student definiions of
success and leadership styles were important factors
in shaping whether involvement in black student
organisaions became an asset or a liability to
student academic achievement.
While there are numerous diferences between
UK and US university experiences, results of
research in both countries suggest that student
unions and other student support services
departments provide potenial to assist black
students in becoming socially integrated into
university life. University counsellors and advisors,
therefore, can assist black students who are feeling
socially isolated by encouraging t hem to become
acive paricipants in these organisaions, whi le
also teaching them systemic leadership skills that
allow them to acively serve t he groups without
compromising their studies. Addiionally,
counsellors and advisors can encourage students
who report feeling socially isolated to join or even
start groups targeted specifically to the needs and
interests of black students, such as faith, race,
or culture-related interest groups and socie ies.
University counsellors might also consider
implemening a more acive, advocacy-based
approach that is consistent with the recent
mulicultural and social jusice counselling
movements in the US.22 For example, in addiion to
empowering students to become involved in student
unions and to make changes on campus that allow
these groups to be more inclusive and responsive to
the needs of black students, university counsellors
and support staf can also collaborate with and,
in some cases, even iniiate e forts to make these
changes at their universiies. Counsellors may even
Briish undergraduates in order to enhance university
counsellors’ abiliies to efecively support their
black students. In this first aricle, we focus on
understanding students’ paricipaion in student
organisaions and their experiences with academic
sta f. In a second, forthcoming aricle, we examine
the role of student s’ relaionships w ith family members
on academic achievement and persistence. In both
aricles, we compare these findings with similar but
more extensive research conducted in the United
States, where parallel patterns of underachievement
and attr iion exist among African-American students.
Student union s
One salient ingredient to university student retenion
is for students to form strong re laionships with peers.12
However, research suggests that black students are
much less likely than white students to express
saisfacion with peer relaionships at university or
to feel part of university life.13 In addiion, research
suggests t hat black students oten experience bar riers
when attemping to form relaionships with white
peers.14 As a result, they are like ly to socialise primarily
with other black students, thus limiing the ability of
all st udents to form re laionships with d iverse peers.6 ,12
This type of segregaion can be paricularly troubling
to black students who attend universiies t hat promote
markeing materials with images of students having
diverse social relaionships at university.6
Research suggests that involvement in student
unions provides one important means of connecing
students with peers.15 However, research also indicates
that student unions are oten not inclusive of black
students. For example, a study by the Naional Union
of Students (NUS) found that black students comprise
only 20 per cent of NUS membership and only four
per cent of the elected o ficers naionally.15 According
to Mai-Sims, one way in which some universiies
have sought to increase black student paricipaion
in student unions is to iniiate special ‘black oficer
posts’ in each union that can only be held by black
students.15 Such posiions, Mai-Sims argued, show
potenial not only to increase black student
paricipaion in student unions, but also to increase
the attenion that these associaions pay to issues
of inclusiveness and fighing racism on campus.
Another way to foster black university student
engagement and social integraion is t hrough
membership in black student organisaions such as
African and Caribbean student socieies. While there
is potenial for such groups to isolate black students
from the larger campus community, research on
BAME students has indicated that paricipaion in
Research also suggests that black students who
graduate tend to ear n lower grades compared with
white students. In her summary of the Higher
Educaion Academy’s Ethnicity Summit, Stevenson
discusses data that show white students obtained
first or upper second
undergraduate degree
classificaions at a rate of
66.5 per cent, while black
students received such
grades at a rate of only
38.1 per cent.6
One argument
regarding the lower
academic achievement and persistence rates among
black students is that they tend to come from lower
socio-economic backgrounds and may not have the
same level of academic preparaion as their white
peers.7 However, recent research has found that
black university students coninue to underperform
and graduate at lower rates t han white students
even a ter controlling for factors such as academ ic
preparaion a nd socio-economic status.8 –10 These
data suggest t hat there is more contribuing to the
black/white student achievement and persistence
gap than just academic preparaion or family
socio-economic status.
Research has recently highlighted potenial
diferences in university experiences between
black and white students that may contribute to a
widening academic achievement and persistence
gap. Several studies have found t hat black students
tend to rate their overall saisfacion with university
as lower th an white students at the same universiies.11
Addiionally, a study by Parker et al found that while
a sense of belonging was t he same for white and BAME
students at the beginning of their undergraduate
studies, it rose significantly for white students and
declined for BAME students throughout their ime at
un iversity.12 These data suggest that black students
may experience addiional cha llenges at university
that contribute to their academic underachievement
and higher drop- out rates.
University counsellors are uniquely qualified to
assist blac k university students with t he sociocultural
challenges they may face by providing support
and iniiaing systemic changes. However, little
attenion has been paid in the UK university
counselling literature to understanding the black
undergraduate student experience or to idenifying
ways of supporing black students. In this issue of
the journal, and t he next, we present two aricles to
review the research on the experiences of black
these groups can assist in retenion by allowing
students opportuniies to socialise in ways that
are comfortable and by connecing them with
successful BAME mentors from the university
and the wider community.14–16
While research has not extensively explored the
potenial benefits and limitaions of involvement
in black student organisaions in the UK, there is
research on paricipaion in African-American
student organisaions in the US that is useful to
consider when conceptualising the potenial of these
groups to support black-Briish students. Gui frida,
using qualitaive data collected from 88 African-
American students, idenified a number of ways
that par icipaion in African-American student
organisaions facilitated the social integraion of
Afr ican-American students.17 Consistent with the
suggesions from research conducted in the UK,
African-American students in Gui frida’s US study
stated that their involvement in black student
groups helped connect them with African-American
professionals who provided them with mentoring.16
Addiionally, the black student organisaions allowed
students opportuniies to advocate for diversity
issues at the university and in the wider community,
including mulicultural educaion and ani-racism
eforts. Involvement in black student organisaions
also provided students with opportuniies to
socialise with other black students in ways that
were comfortable and,
in many ways, di ferent
from the tradiional
white student par ies.
The socialisaion
opportuniies also
allowed students a safe
place where they could
be themselves without
concerns about racism
or feeling the need to be constantly guarded in their
presentaion to white peers to avoid perpetuaing
stereotypes about African-Americans.
While there are numerous benefits of
paricipaion in black student organisaions, one
concern is that these groups can divert students
from their studies.18–20 To better understand how
African-American student organisaions can help or
hinder academ ic achievement, Gui frida conducted
interviews wit h African-American students of
varying levels of academic achievement who were
heavily involved in African-American student
organisaions.21 Results suggested diferences in
how academically high- and low-achieving African-
RESE A R C H … INDIC AT E S TH AT
MANY BLACK STUDENTS DO
NOT FEEL THE Y RECEIVE
ADEQ UATE MENTO RING AND
SUPPORT AT UK UNIVERSITIES
UNIVERSITY COUNSELLORS
ARE WELL POSITIONED TO
HIGHLIGHT THE EXISTENCE OF
COVERT RACIST PRACTICES
AT THEIR INSTITUTIONS IN
ORDER TO INITIATE CHANG E
SUPPORTING BLACK STUDENTS | SEPTEMBER 2018 | UNIVE RSITY & COLLEGE COUNSELLINGUNIVE RSITY & COLLEGE COUNSELLING | SEPTEMBER 2018 | SUPPORTING BLACK STUDENTS
0908
consider helping black students form black academic
honours groups or black social organisaions that
are similar to t hose available to students in the US as
a means of providing students with social suppor t.
Academic sta f
A second component to student success is having
supporive relaionships with academic staf, and
research suggests these relaionships may be
paricularly germane to t he success of black students
because of the unique psychosocial and academic
challenges they oten encounter.14,23 Unfortunately,
research also indicates that many black students
do not feel they receive adequate mentoring and
support at UK universiies.6,24 In fact, results of a
report by the Naional Union of Students concluded:
‘Concerns over academic support appeared more
frequently than any other theme when respondents
were asked to speculate why there might be a degree
attainment gap between black students and their
white UK and Irish peers.’15
Research indicates that one reason black students
feel unsupported by university academic staf is
because of racia l stereotyping. In a comprehensive
review of research that explored black student
exper iences in UK universiies, Singh idenified
numerous ways i n which academic sta f exhibit racial
stereotyping, including increased surveillance of
black students, measuring black students against
white norms, and mak ing
stereotypical comments
about them.14 Another
form of stereotyping
that can be paricularly
damagi ng to black students
is when academic sta f
demonstrate lowered
expectaions of their
academic abiliies,
which can decrease t heir
academic sel f-eficacy a nd
sense of belonging.6,9,25,26
A second reason t hat
black students may feel
unsupported in Briish universiies concerns the
lack of black role models to which they are exposed.14
In the 2012–13 academic year, only 0.49 per cent of
UK professors were black, compared with around
seven per cent of the total student populaion.27
Furthermore, in 2015–16 there were no black
academic leaders, defined as ‘managers, directors,
or senior oficials,’ across the enire UK higher
educaion sector for the third consecuive year.28
in their insituions, associaing it more with
other sectors like t he criminal jusice system
than with educaion.33
As leaders in diversity and socia l jusice,
university counsellors are well posiioned to
highlight the existence of covert racist pracices
at their insituions in order to iniiate change.
University counsellors can also ofer professional
development venues for academic staf that help
them recognise their own biases toward black
students and avoid egregious stereotyping.
Addiionally, university counsellors can assist
academic staf to integrate culturally appropriate
pedagogical strategies such as the Construcive
Approach of Inclusive Educaion.34 This paricular
approach may resonate with counsellors because
it is based upon a model of counselling and
psychotherapy clinical supervision.35,36
Culturally responsive university counsellors can
also assist black students in negoiaing the various
forms of racism they may experience. Black Briish
students frequently arrive at university having
learned to miigate the efects of racial stereotyping
with their own cultura l capital. Wallace found that
black secondary school students in the UK oten
learn from their caregivers that knowledge of
cultural norms and interpersonal communicaion
styles can b e the foundaion of a producive re laionship
with their teachers.37 University counsellors may
help students understand the value of their own
cultural capital and help them to build resilience
against racial stereoty ping by implemening an
advocacy-based intervenion that is consistent with
the founda ions of Criic al Race Theory.38,39 Counsellors
who form relaionships with black clients that are
underw ritten by black cultural capital allow black
ideniies to be expressed and understood within the
therapy session. This process can encourage students
to extend t hese new understandings of their own
cultural capital to other experiences in the academic
and socia l systems of the university, thus providing
them with a foundaion upon which to withstand
and challenge racial stereotyping. University
counsellors can also acively support black academic
sta f who experience racism at the university with
similar inter venions. Combined with advocacy,
providing culturally sensiive counselling and
support to black academic sta f will assist them
in navigaing and challenging racist pracices at
their universiies. This can help to provide a more
inclusive environment for staf and students
alike, while also creaing a framework in which
to leverage and integrate black culture on campus.
University counsellors can also assist black
students in recognising that they may experience
disappointment with t he perceived lack of
mentorship from university staf and can help them
express and process painful emoions t hat may be
associated with this lack of support. Counsellors
can help students form realisic expectaions about
the level of support and mentorship they may
receive from academic staf, as well as helping them
find alternaive sources of support. This can include
connecing students with advisors and tutors,
both inter nal to the insituion and external, who
are trained in holisic and culturally sensiive
approaches to mentoring that are consistent
with an othermot hering approach.
Summary a nd conclusions
Research that has examined the experiences of
black students at Briish and US universiies clearly
demonstrates the sociocultural challenges black
students face that can impact their academic
achievement and persistence. These include
exper iences with stereotyping, structural bias,
and outright racism from peers and academic
sta f. Involvement in student unions provides one
important venue for black students to become
socially integrated into university life. University
counsellors can assist in encouraging student
unions to be more responsive to t he needs of black
students by advocaing for the foundaion of, or an
increase in, black oficer posts in student unions
that allow black students leadership opportuniies.
Such posts not only allow student unions to be
more inclusive of black students, but they may
also increase the attenion these organisaions pay
to diversity issues and social jusice iniiaives.
Similarly, university counsellors who are
responsive to the social needs of their black
students can also encourage students to join or even
start black student organisaions such as African or
Caribbean socieies or black honours associaions
similar to those at US universiies. University
counsellors can addiionally cauion black students
about the dangers of overinvolvement and teach
them skills of systemic leadership that allow them
to be acively involved without compromising their
academic achievement.
Research indicates that culturally sensiive
mentorship and support from academic sta f is
central to black university student success.
University counsellors can improve the experiences
of black students by advocaing for a more inclusive
and culturally sensiive university environment
BL ACK BRITISH ACADEMIC
STAFF ARE LESS LIK ELY
THAN WHITE STAFF TO
RECEIVE PROMOTIONS,
JOB INTERVIEWS, OR JOB
OFFERS; ARE MORE LIKELY
TO BE HEAVILY SCRUTINISED
BY SUPERVISORS; AND
ARE LESS LIKELY TO BE
WELL MENTORED
SUPPORTING BLACK STUDENTS | SEPTEMBER 2018 | UNIVE RSITY & COLLEGE COUNSELLINGUNIVE RSITY & COLLEGE COUNSELLING | SEPTEMBER 2018 | SUPPORTING BLACK STUDENTS
In addiion to providing black students with realisic
role models who avoid racism and stereotyping,
research suggests that black academic staf may
tend toward providing more holisic and culturally
sensiive mentoring and instr ucion to black students
than white academic staf. Qualitaive research
conducted by Gui frida in the US found that African-
American college students described black academic
sta f as more likely than white staf to provide them
with comprehensive academic, social and personal
support; to demonstrate high expectaions for black
student academic achievement; and to integrate
culturally diverse perspecives into their lessons.29
The study also concluded that students not only
preferred this type of comprehensive and culturally
sensiive advising and instrucion, but many of
them actually expected it when entering university.
Gui frida connected African-American student
expectaions of comprehensive academic mentoring
and support to t he concept of ‘othermothering,’
which is an African-American tradiion of educaion
and mentoring that dates back to the first slave
communiies. Evidence from the UK supports the
noion that black students o ten expect this level
of support from academic sta f and are criical
of insituions that do not provide it.6, 16
Clearly, prioriising the hiring of black academic
sta f remains paramount to the success of black and
other BAME university students. However, research
also suggests the need to support black academic
sta f more efecively, as they o ten experience
racial stereotyping and microaggressions as well.2
For example, black Briish academ ic sta f are less
likely than white sta f to receive promoions, job
interviews, or job ofers; are more likely to be heavily
scruinised by supervisors; and are less likely to be
well mentored.30,31 Put together, this creates an
academic environment in which the role models
for black students are themselves the subject of
racial stereotyping and bias, which may lead
students to anicipate simi lar treatment and
alter their thinking and behaviours accordingly.
In addiion to hiring more black academic staf,
another equally important mandate for improving
black student academic achievement and retenion
is for universiies to provide a more welcoming
and inclusive environment to black students that
is free of racial stereotyping and biases from white
academic staf. Iverson and Jaggers make the point
that racial stereotyping will only change by overt ly
acknowledging and challenging it.32 However,
educators may frequently find it psychologically
hard to accept the presence of racial stereotyping
1110
that is free of racism and stereot yping of black
students. T his can begin by o fering professional
development opportuniies to academic staf that
assist them in recognising their own biases and
the potenial of these biases to manifest in racist
or stereotypical treatment of black students.
University counsellors and support sta f can
encourage academic departments to implement
culturally sensiive pedagogical pracices that
integrate diverse perspecives into their curricula
and provide comprehensive support to students that
is consistent with the othermothering approach.
However, in addiion to becoming change agents at
their universiies, counsellors can assist and support
black students who experience racism with peers
and academic staf. Implemening counselling
intervenions informed by the tenets of Criical
Race Theor y can empower black students to leverage
their own cultural capital in negoiaing university
environments and addressing systemic inequiies.
ABOUT THE AUTHORS
Dr Douglas Guiffrida is Professor of Counselling
and Huma n Development at th e Un iver sity of
Rochester, USA. He is the author of the award-
winning book, Constructive clinical supervision in
counseling and psychotherapy (Ro utle dg e, 2015 ).
Oliver Boxell is a gra du ate stu de nt at
the Unive rsit y of Roc hester.
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Stephon Hamell is a graduate stu de nt at
the Unive rsit y of Roc hester.
Ivonne Ponicsan is a gr ad uate stud ent at
the Unive rsit y of Roc hester.
Rotimi Akinsete is Directo r, Un iv er sity Centr e
for Wellbeing, University of Surrey.
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