Experiences of Racism

Commissioned project

This project was commissioned by the British Psychological Society (BPS).

The Eleanor Glanville Institute, University of Lincoln, was commissioned to carry out this research.

Note: Prof Belinda Colston (Director of the Halsden Centre), in her capacity as Founding Director of the Eleanor Glanville Institute, University of Lincoln, developed and led this project.

Introduction

Existing evidence suggests that across the discipline of psychology, and the higher education sector more generally, students from ethnic minority backgrounds experience a range of barriers in relation to their race/ethnicity (e.g. barriers to entry, the programme climate (1), and the hidden curriculum (2)) [1]. These experiences can impact students’ sense of belonging, mental health and wellbeing, and feelings of psychological safety, all of which are associated with attainment levels, retention and career progression [2-5]. 

Many students studying postgraduate psychology will ultimately embark on careers in psychology practice, with some students already actively working in these roles. Understanding the experiences of racially minoritised people, therefore, is important for students/trainees (regardless of their own race/ethnicity) to ensure that they are equipped to support clients from diverse backgrounds in their future career.  To achieve this, it is vital that the discipline of psychology strives to be representative of the diversity that students/trainees will encounter following their postgraduate study/training.

Over recent years, many higher education institutions have implemented strategies in an effort to reduce the race-related barriers facing students. Such strategies are focused around three key themes: 

• Mentoring/role modelling (e.g. see [6-7])

• Institutional and supervisory support (e.g. see [8-9]) 

• Training (e.g. see [10-11]).

Evidence also suggests that students from ethnic minority backgrounds develop their own strategies to support themselves through their study. Such strategies are typically focused around surviving and adapting to avoid negative stereotypes and manage experiences of racism (e.g. see [10 and 12]). There is, however, relatively little research about the extent to which these strategies are effective in creating long-term change, which indicates the need for longitudinal studies.

(1) The programme climate refers to the teaching and learning environment. This may include what and how students learn. For example, if a course exclusively provides a Western view of psychology, drawing on literature and case studies from the Global North, it not only hinders the development of all students, but also reinforces to students from ethnic minority backgrounds that their cultures and experiences are not as important or valued in the field of psychology [1].

(2)  The hidden curriculum refers to the underlying, and sometimes passive, lessons student learn, which are usually internalised. The hidden curriculum may include othering, where behaviours and activities make individuals feel that they do not belong (Wright, 2020). These experiences are made more difficult when othered students feel as if they are unable to say anything due to fear of challenging the ‘status quo’ which could result in being further ostracised, dismissed, or penalised (Adetimole et.al., 2005). The absence of diversity among students and staff is another aspect of the hidden curriculum, which can implicitly demonstrate to minoritised students that they do not belong (Sabnis et al, 2003). In contrast, when students have others like them on their course, they can share their similar experiences and have an assumed common understanding, resulting in a stronger sense of belonging (Shah, 2012).

Project aims

• Identify and explore in depth the experiences of Black, Asian and ethnic minority students/trainees in relation to race and ethnicity in postgraduate psychology studies

• Identify and explore potential barriers to progression, with a particular focus on curriculum design, supervision and career development

• Understand what strategies postgraduate psychology courses have for reducing racial and ethnic barriers, how successful these have been to date and what could be improved

• Deliver actionable recommendations in relation to systemic change to remove barriers and increase the progression of Black, Asian and ethnic minority postgraduate psychology students/trainees.

Research Methodology

The research adopted a mixed method approach, including surveys, focus groups and interviews with postgraduate psychology students/trainees and psychology course leaders and supervisors: 

• The student/trainee survey was designed for postgraduate psychology students/trainees from Black, Asian and ethnic minority backgrounds, to understand their experience in relation to race and ethnicity. The survey included a mix of open and closed questions about barriers and strategies to progression, sense of belonging and a modified version of a validated discrimination scale [13]. 

• A survey for psychology course leaders/supervisors was designed to evaluate successful and unsuccessful strategies to reduce racial and ethnic barriers in postgraduate psychology. 

Both surveys aimed to capture a diversity of perspectives and experiences from across the UK to produce rich and complex accounts from a wide range of voices and sense-making. 

• Focus groups and interviews were used to explore student/trainee experiences and staff perspectives in more depth.

Recruitment for both the staff and student surveys occurred via the BPS members networks and online news article, social media (Twitter/X, Facebook and LinkedIn) and email invitations to all 149 UK psychology departments with postgraduate programmes. Focus group and interview participants were recruited from the survey, with respondents being asked to provide contact details if they were willing to participate in a follow-up stage of the project.

Ethical Approval

Ethical approval for the research was received from the University of Lincoln Human Research Ethics Committee in October 2023 (Ref 2023_15645).