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IJIET 2024 Vol.14(1): 125-131
doi: 10.18178/ijiet.2024.14.1.2032

Bridging the BAME Divide: Unveiling the Impacts of Covid-19 on Ethnic Minority Students and Empowering Change—A Case Study at the Open University

D. Kbaier1,*, A. Kane2, and S. Kouadri Mostefaoui1
1. School of Computing and Communications, STEM, The Open University, Milton Keynes, UK
2. Faculty of Arts and Social Sciences, The Open University, Milton Keynes, UK
Email: dhouha.kbaier@open.ac.uk (D.K.); annemarie.kane@open.ac.uk (A.K.); soraya.kouadri@open.ac.uk (S.K.M.)
*Corresponding author

Manuscript received August 21, 2023; revised September 4, 2023; accepted October 12, 2023; published January 25, 2024

Abstract—This study investigates the evolving impact of COVID-19 on the learning experiences and study performance of ethnic minority students enrolled in Level 1 Computing modules at the Open University. A mixed-methods approach combining quantitative data analysis, literature review, and two focus groups was employed to provide fresh insights. Findings from the literature and focus groups highlight persistent challenges faced by ethnic minority students, including economic disadvantage, digital divide, housing instability, employment difficulties, family responsibilities, mental health issues, racism, discrimination, and unconscious bias. Importantly, this study reveals the dynamic nature of these challenges, illustrating how they have evolved throughout the ongoing pandemic. The study underscores the pivotal role of structural and institutional factors in shaping students’ ever-changing experiences. In response to these dynamic challenges, recommendations include targeted interventions, policy revisions that reflect the shifting landscape, innovative community-building initiatives, a renewed focus on diversity promotion, enhanced support services, unconscious bias training, and revised tuition strategies. Addressing these dynamic challenges is crucial for fostering equitable educational opportunities and outcomes for ethnic minority students. This research significantly contributes to promoting equality, inclusivity, and a more comprehensive understanding of the ever-evolving experiences of ethnic minority students during the pandemic and beyond.

Keywords—awarding gap, Black, Asian, and Minority Ethnic (BAME), COVID-19, ethnic minority students, study experiences

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Cite: D. Kbaier, A. Kane, and S. Kouadri Mostefaoui, "Bridging the BAME Divide: Unveiling the Impacts of Covid-19 on Ethnic Minority Students and Empowering Change—A Case Study at the Open University," International Journal of Information and Education Technology vol. 14, no. 1, pp. 125-131, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net

 

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