Understanding diversity as a framework for improving student throughput
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Date
2007
Authors
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Publisher
Maastricht University
Abstract
INTRODUCTION: Literature suggests that a diverse body of healthcare graduates could extend health service delivery. However, the
literature also indicates that the throughput of minority, working class, and historically disadvantaged students is problematic. Poor
throughput is attributed to the way that university environments alienate some students. This brief communication highlights
lessons learned from exploratory interviews with four first-year oral hygiene students at a university in South Africa. It provides
insight into the issues that contribute to academic success and failure.
METHODS: Semi-structured, individual interviews, to gain information regarding students’ university academic experiences were
conducted. Enablers and barriers to learning identified in the literature were used to capture themes.
FINDINGS: The following three themes emerged: educational identity, language and finances. The analysis showed how a white
middle class student recognized practices that are rewarded at university and how three, working-class, black students experienced
tension between their expectations and experiences and the university culture. However, far from being victims, these students
provided suggestions on how their transition might be facilitated.
CONCLUSION: Evidence suggests that these students wanted both to be apprenticed into the new way of doing things while having
their differences acknowledged. A model for education that initiates learners and also challenges the culture of power is suggested.
Description
Keywords
Community delivery, Diversity, Identity, Academic performance, Throughput, Student retention
Citation
McMillan, W. (2007) Understanding diversity as a framework for improving student throughput. Education for Health, 20(3): Article 71