Cameron, H.E. orcid.org/0000-0003-1379-9678 and Greenland, L. (2019) ‘Black or minority ethnic’ (BME), female, and dyslexic in white-male dominated disciplines at an elite university in the UK; an exploration of student experiences. Race Ethnicity and Education, 24 (6). pp. 770-788. ISSN 1361-3324
Abstract
This study offers an interpretative phenomenological analysis of the intersectional experiences of two ‘black or minority ethnic’, female dyslexic students as they navigate university spaces within white-male dominated disciplines. The participants kept reflective journals for three weeks after which they took part in a one-to-one interview discussion structured around their journal entries. Following multi-level analysis using IPA (Interpretative Phenomenological Analysis), the participants’ experiences are discussed under two themes: why does that happen? and should I be here? Following each themed discussion, the authors present their personal reflections upon the emotions and tensions they experienced as part of a black researcher, white-researcher partnership.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of a paper subsequently published in Race Ethnicity and Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Black or minority ethnic; dyslexia; lived experience; intersectionality; higher education |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 07 Dec 2018 09:53 |
Last Modified: | 11 Nov 2021 11:05 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.1080/13613324.2019.1579180 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:139655 |