TY - JOUR
T1 - Higher education as the pathway to personal and community success for Pakistani and Bangladeshi people: A systematic review
AU - Maskeen, Shames
AU - Matthews, Jacob
AU - Smith, Debbie
AU - Stain, Helen J
AU - Webster, Lisa A D
PY - 2021/11/8
Y1 - 2021/11/8
N2 - The United Kingdom’s (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and facilitators towards participation in HE separately for Pakistani and Bangladeshi students in the UK. Using thematic analysis, two overarching themes were constructed: (i) the interplay of culturally expected roles on HE participation and (ii) belief that HE is vital for success. This review identified the importance of role models to challenge cultural values that restrict women from participating in HE. Many parents and children viewed HE as a route to personal and community success. The findings support the relevancy of social learning theory in driving change for models of widening participation.
AB - The United Kingdom’s (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and facilitators towards participation in HE separately for Pakistani and Bangladeshi students in the UK. Using thematic analysis, two overarching themes were constructed: (i) the interplay of culturally expected roles on HE participation and (ii) belief that HE is vital for success. This review identified the importance of role models to challenge cultural values that restrict women from participating in HE. Many parents and children viewed HE as a route to personal and community success. The findings support the relevancy of social learning theory in driving change for models of widening participation.
UR - https://www.scopus.com/pages/publications/85118665288
U2 - 10.1080/13613324.2021.1997976
DO - 10.1080/13613324.2021.1997976
M3 - Article
SN - 1361-3324
JO - Race, Ethnicity and Education
JF - Race, Ethnicity and Education
ER -
