|Title||Multiple Selves, Marginalised Voices: Exploring Black Female Psychology Students’ Experiences of Constructing Identity in UK Higher Education|
Introduction: What kinds of identity do Black female psychology students construct within higher education? Higher education research in the US and UK points to integration and attainment issues for Black and Minority Ethnic students. Black female students’ experiences are not fully explored among accounts of university experience. As an under-researched group, their ‘stories’ risk being lost. This research learned from individual and collective voices of Black women enrolled on an undergraduate psychology degree programme at Russell Group and post-1992 London universities. Semi-structured interviews were used to explore how traditional [18-21 years at the point of enrolment] and nontraditional [22 years and above] Black female students construct identity within higher education. Theoretically driven sub-questions explored concepts such as self-efficacy and a sense of belonging.
|Black female students|
|Funder||University of Westminster|
|Publisher||University of Westminster|
|Digital Object Identifier (DOI)||https://doi.org/10.34737/vw010|
|Web address (URL)||https://westminsterresearch.westminster.ac.uk/item/qyy5w/multiple-selves-marginalised-voices-exploring-black-female-psychology-students-experiences-of-constructing-identity-in-uk-higher-education|