List of studies included under findings
| Author (year of publication) | Theme | Country of study | Focus | |
|---|---|---|---|---|
| 1 | Mountford-Zimdars et al. (2015) | Unconscious bias | UK | examined the influence of unconscious bias on degree attainment for students with disabilities in higher education |
| 2 | Miller (2016) | UK | Unconscious bias can influence how staff members assess and provide feedback to students, resulting in certain groups receiving more critical or harsher feedback than others | |
| 3 | Tate and Page (2018) | UK | Challenge the notion that bias is solely unconscious, arguing that it is (un)conscious and intertwined with Charles Mills' concept of the “Racial Contract” and its associated “epistemologies of ignorance.” | |
| 4 | Mahmud and Gagnon (2023) | UK | Racial disparities in student outcomes in British higher education. Examine mindsets and bias | |
| 5 | Wong et al. (2021) | Limited opportunities for engagement with academic staff | UK | When students feel connected to their institution and have a sense of belonging, they are more likely to persist and complete their degrees |
| 6 | Thomas (2012) | UK | highlights the importance of student engagement and belonging for student success and degree completion | |
| 7 | Stevenson (2012) | Views of future possible selves | UK | minority ethnic students were less likely than their white peers to have a clear vision of their future possible selves and concluded this can impact their degree attainment |
| 8 | Keyser (2016) | UK | self-regulated learning (SRL) and future-oriented focus can significantly influence academic performance | |
| 9 | Ferguson (2019) | Canada | Students' academic achievement is influenced by their expectancy-value and motivational beliefs | |
| 10 | Jones et al. (2015) | Institutional racism | US | students of colour are more likely to attend under-resourced schools, which may have fewer opportunities for academic and social support |
| 11 | Mckown and Weinstein (2008) | US | encounter biased academic and disciplinary policies and practices, which may hinder their academic progress | |
| 12 | Strayhorn (2018) | US | Black students face various forms of institutional racism, including negative stereotypes, bias, and discrimination in academic and social settings | |
| 13 | Warikoo and Carter (2009) | US | Ethnicity, gender and academic preparation have significant effects on student retention | |
| 14 | Zewolde (2022) | UK | investigated the relationship between race and academic performance among Black African students in the UK’s higher education system | |
| 15 | Jang et al. (2010) | Inadequate support system | US | investigated the effects of autonomy support and structure on student engagement in learning activities |
| 16 | Perna (2006) | Social and cultural capital | US | college access and choice includes social capital as a key factor that influences students' decisions and outcomes in higher education |
| 17 | Mishra (2020) | Germany | Social capital, including parental involvement and support, peer networks, and community resources, are positively associated with academic achievement | |
| 18 | Sekhon (2015) | UK | First generation university students and the degree awarding gap | |
| 19 | Yeager et al. (2014) | US | examine the role of purpose in fostering academic self-regulation among students | |
| 20 | Pascarella and Terenzini (2005) | US | Social capital, including both familial and peer networks, has a positive impact on students' academic performance | |
| 21 | DiMaggio (1982) | US | examines the relationship between cultural capital and academic success | |
| 22 | Reay et al. (2010) | UK | experiences of working-class students in UK higher education | |
| 23 | Harris and Tienda (2010) | US | role of high school counsellors in facilitating college access and degree attainment among African American and Latino students | |
| 24 | Stephens et al. (2012) | US | academic performance of first-generation college students | |
| 25 | Strayhorn (2018) | US | Cultural capital has also been shown to foster a sense of belonging among students from different socio-economic backgrounds which ultimately affects their attainment |
| Author (year of publication) | Theme | Country of study | Focus | |
|---|---|---|---|---|
| 1 | Unconscious bias | UK | examined the influence of unconscious bias on degree attainment for students with disabilities in higher education | |
| 2 | UK | Unconscious bias can influence how staff members assess and provide feedback to students, resulting in certain groups receiving more critical or harsher feedback than others | ||
| 3 | UK | Challenge the notion that bias is solely unconscious, arguing that it is (un)conscious and intertwined with Charles Mills' concept of the “Racial Contract” and its associated “epistemologies of ignorance.” | ||
| 4 | UK | Racial disparities in student outcomes in British higher education. Examine mindsets and bias | ||
| 5 | Limited opportunities for engagement with academic staff | UK | When students feel connected to their institution and have a sense of belonging, they are more likely to persist and complete their degrees | |
| 6 | UK | highlights the importance of student engagement and belonging for student success and degree completion | ||
| 7 | Views of future possible selves | UK | minority ethnic students were less likely than their white peers to have a clear vision of their future possible selves and concluded this can impact their degree attainment | |
| 8 | UK | self-regulated learning (SRL) and future-oriented focus can significantly influence academic performance | ||
| 9 | Canada | Students' academic achievement is influenced by their expectancy-value and motivational beliefs | ||
| 10 | Institutional racism | US | students of colour are more likely to attend under-resourced schools, which may have fewer opportunities for academic and social support | |
| 11 | US | encounter biased academic and disciplinary policies and practices, which may hinder their academic progress | ||
| 12 | US | Black students face various forms of institutional racism, including negative stereotypes, bias, and discrimination in academic and social settings | ||
| 13 | US | Ethnicity, gender and academic preparation have significant effects on student retention | ||
| 14 | UK | investigated the relationship between race and academic performance among Black African students in the UK’s higher education system | ||
| 15 | Inadequate support system | US | investigated the effects of autonomy support and structure on student engagement in learning activities | |
| 16 | Social and cultural capital | US | college access and choice includes social capital as a key factor that influences students' decisions and outcomes in higher education | |
| 17 | Germany | Social capital, including parental involvement and support, peer networks, and community resources, are positively associated with academic achievement | ||
| 18 | UK | First generation university students and the degree awarding gap | ||
| 19 | US | examine the role of purpose in fostering academic self-regulation among students | ||
| 20 | US | Social capital, including both familial and peer networks, has a positive impact on students' academic performance | ||
| 21 | US | examines the relationship between cultural capital and academic success | ||
| 22 | UK | experiences of working-class students in UK higher education | ||
| 23 | US | role of high school counsellors in facilitating college access and degree attainment among African American and Latino students | ||
| 24 | US | academic performance of first-generation college students | ||
| 25 | US | Cultural capital has also been shown to foster a sense of belonging among students from different socio-economic backgrounds which ultimately affects their attainment |
Source(s): Table by author
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