Please join us at our mid-project conference, in which we will share initial findings from the project, a keynote by University of Portsmouth Chancellor Karen Blackett OBE, 'At the Intersections: Race and Class in Higher Education' student panel, and
an exhibition of portraits, stories, and artwork from the project
I did not plan to write this post. It came about one weekend in February, as I started to read up on ‘threshold concepts’ (Land et al, 2014) for an introduction to teaching session, whilst intermittently making a start on ‘Why I’m No Longer Talking to White People About Race’
“… I do not panic as much as before…” These words were uttered by one of our Winchester Changing Mindsets Peer Leaders when they were encouraged, during a debrief meeting, to reflect on their journey as a Peer Leader since September. This particular Peer Leader found to their amazement that many of their peers had similar experiences and that their stories had a common resonance
In my previous contribution I argued that factors such as implicit bias (IB) and stereotype threat (ST) could inhibit the development of growth mindsets amongst students from BME and working class backgrounds. I suggested that the negative impacts of both ST and IB were facilitated within the habitus comprised of the ‘colonised classroom’ and the ‘colonial curriculum’.
As well as our Project Officer roles on the Changing Mindsets project, many of us also teach. This means that as well as promoting the growth mindset approach with other staff, we’ve also been ‘walking the talk’ and putting some of the strategies into practice with our own students.
Author: Arif Mahmud, Project Officer – University of Portsmouth The purpose of ‘good’ feedback is to develop students’ understanding and translate this understanding into productive, effective behavioural change that leads to growth (Forsythe & Johnson,2017). Some students understand the importance
Author: Liam Greenslade, Project Officer – Canterbury Christ Church University In my previous blog I argued that one of the problems with teaching or training around the topics of stereotype threat and implicit bias lay in the difficulty of delivering
Author: Vikki Hill, Project Officer, University of the Arts London Vikki Hill (UAL Project Officer for Changing Mindsets) in conversation with Dr Gurnam Singh (Principal Lecturer in Social Work at Coventry University and Visiting Fellow in Race and Education at UAL) about barriers
Author: Karl C. Alvestad, Project Officer – University of Winchester My first encounter with the attainment and awarding gaps in higher education came in 2015-16, when I undertook a small research project into the inclusivity of the curriculum at University
Author: Jenny Terry, Project Officer – University of Brighton When faced with a room full of the University of Brighton’s notoriously critical social scientists, I will admit to being somewhat apprehensive about trying to sell them the concepts behind the
Author: Arif Mahmud, Project Officer – University of Portsmouth In light of the recent headlines (Guardian, 2017) revealing stark inequalities in British higher education, this blog presents some of the existing national gaps by the numbers relevant to the Changing
Author: Vikki Hill, Project Officer, University of the Arts London Vikki Hill (UAL Project Officer for Changing Mindsets) in conversation with Dr Gurnam Singh (Principal Lecturer in Social Work at Coventry University and Visiting Fellow in Race and Education at UAL)
Peer-leaders our (not so) secret tool for success: Reflection on the values of peer leaders in stimulating a Growth Mindset Author: Karl C. Alvestad, Project Officer – University of Winchester To the project team at Winchester, peer-leaders are integral to
Author: Liam Greenslade, Project Officer – Canterbury Christ Church University Any educational intervention that seeks to address comparative disadvantage across lines such as ethnicity, gender, and/or socio-economic position faces a number of significant issues. Amongst the most notable of these
Author: Jenny Terry, Project Officer – University of Brighton It is the start of a new term at the University of Brighton. I am standing at the front of one of our larger lecture halls. The eyes of 200 Freshers