Author ORCID Identifier
https://orcid.org/0000-0002-8025-7126
Abstract
This paper examines the experiences of Black Minority Ethnic students studying in higher education in Ireland, contextualizing them by key global events that occurred over the last decade. The research was underpinned by the core principles of Critical Race Theory (CRT) with a particular focus on the tenets of storytelling and intersectionality. Based on a qualitative approach, a participatory research methodology informed all phases of the study. Using a combined semi-structured interview/storytelling method, twenty-one female social care students in five higher education institutions participated in the study. In collaboration with a participatory advisory group, reflective thematic analysis was utilised to evaluate the data (Braun & Clarke, 2021). The findings reveal significant disparities in experiences of teaching, learning, assessment and placement. The data also emphasises the impact of the intersectional challenges faced by female Black Ethnic Minority students. The article concludes by highlighting supports and resources that may assist in improving the experiences of Black Minority Ethnic students in higher education in Ireland.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Fingleton, Margaret
(2025)
"Critical Race Theory and Higher Education in Ireland: An exploration of the experiences of Black Minority Ethnic social care students,"
Irish Journal of Academic Practice:
Vol. 13:
Iss.
1, Article 9.
doi:https://doi.org/10.21427/x744-6205
Available at:
https://arrow.tudublin.ie/ijap/vol13/iss1/9
DOI
https://doi.org/10.21427/x744-6205
DOAJ Index
1