Supporting black and minority ethnic students in practice learning

Gill Calvin Thomas; Kate Howe; Steven Keen

doi:10.1921/jpts.v10i3.251

Authors

Gill Calvin Thomas
Kate Howe
Steven Keen

DOI:

https://doi.org/10.1921/jpts.v10i3.251

Keywords:

black and minority ethnic people, practice learning, social work education

Abstract

The paper highlights the need of black and minority ethnic (BME) students in England to access support systems to help them overcome the challenges that they face as minority students when undertaking placement learning as part of their social work qualifying programme. It also considers the wider issue of developing supportive anti- oppressive practice with regard to all students undertaking the social work degree; i.e. ‘walking the talk’ of the values that underpin Social Work practice. Research shows that progression and retention rates for students from marginalised groups is lower than the sector averages and that specific support systems can improve the likelihood of course completion, as well as increasing student confidence.

The paper evaluates a project undertaken to investigate and pilot how a mentoring support scheme and other good practice initiatives can increase the successful completion of practice learning for students from a BME background (and those with English as an additional language).

References

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