家庭定居和国际少数民族学生在预注册语音和语言治疗培训计划中的经验:定性研究
Rachel Rees1, Christina Smith1, Asher Loke1
1Division of Psychology and Language Sciences, University College London, London, UK.
概括
英国少数民族语音和语言治疗 (SLT) 学生经常觉得自己是局外人,这会影响他们的幸福感和归属感. 通过员工培训和支持系统改善包容性,可以增强他们的教育经验和成果.
科学领域:
- 语音和语言疗法教育教育教育教育
- 高等教育研究 高等教育研究
- 少数民族学生经历 少数民族学生经历
背景情况:
- 在英国高等教育机构 (HEIs) 中,少数民族学生的学习成绩不平等仍然存在.
- 关于少数民族健康和社会护理学生的先前研究已经存在,但英国关于语音和语言治疗 (SLT) 学生的具体研究缺乏.
- 现有的SLT研究专注于澳大利亚的国际学生,而不是英国居民或国内/国际学生的混合.
研究的目的:
- 探索在SLT培训计划中家庭定居和国际少数民族学生的经验.
- 确定可行的策略,以改善这些学生的教育经验.
主要方法:
- 定性研究涉及两个焦点小组与少数民族的SLT学生 (3国际,6家庭定居).
- 参与者参加了预注册的研究生SLT课程.
- 数据使用反射主题分析来分析.
主要成果:
- 三个主要主题出现了:"感觉是一个局外人" (归属感),"找到管理的方法" (应对策略和福祉),以及"促进包容" (方案改进).
- 学生们报告了影响他们的幸福感的边缘化经历.
- 在培训计划中确定了需要改进的具体领域.
结论:
- 了解少数民族SLT学生的经历对于有效的支持至关重要.
- 修改SLT培训计划,包括员工/学生培训和支持小组,可以提高学生的成绩和经验.
- 建议包括创建一个"生活经验图书馆",更清晰地报告种族主义事件,并为国际学生提供更好的支持服务和文化实践的信息.
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