In this extra post, Dr Michelle King-Okoye, Dr Jansi Natarajan and Dr Nichole Fernandez introduce the iMatter magazine, which was co-produced by participants of the iMatter support and writing group. They also share some empirical research on student and staff experience of the writing process.
Introduction
According to the Higher Education Students statistics, in 2022/3, there were over 800,000 postgraduate students and over two million undergraduates enrolled in UK higher education. 30% of these students were from black, Asian and mixed ethnicity, and mainly reflect international countries, which contributes to the rich diversity of the population (HESA 2024a). Similarly, in 2022/3, 22% of Higher Education Staff were from ethnic minority backgrounds (HESA 2024b).
Research has shown that adapting to UK university life alongside navigating and engaging with communities for both local and international ethnic minority students and academics can, at times, present unique challenges. Integrating with UK’s sociocultural climate whilst adhering to unique cultures, traditions and religions may impact mental health, wellbeing, and subsequent learning. English language has also been seen as a major hurdle for some students, with accents, stereotyping, and misunderstanding reported, contributing to loneliness and othering (Oduwaye, Kiraz, & Sorakin 2023).
Purpose
The purpose of this blog post is threefold:
- To highlight the iMatter magazine co-produced by participants of the iMatter support and writing group, which was conceptualised and led by Michelle, and supported by the staff led Equality, Diversity and Inclusion grant, in 2023.
- To share some of the findings from the qualitative research Jansi and Michelle conducted with staff and students who volunteered to share their experiences attending this group.
- To raise awareness of this group and highlight the benefits of writing and speaking about one’s identity and culture.
The iMatter support and writing group
The iMatter support and writing group was birthed from a need to embrace ‘being and feeling different’ for students and staff from ethnic minority backgrounds who experience othering, cultural adjustments and under-representation in higher education.
The purpose of the support group is to promote positivity and create a sense of belonging from shared cultures and shared identities. There is evidence that preserving cultural heritage protects one’s identity and keeps individuals grounded (Holtorf 2020), which was the basis for initiating the iMatter writing and support group. Open to all races and ethnicities, it aims to promote dialogue to illuminate the successes and challenges of ethnic minority students and staff, and provide a supportive environment.
Peer support network
Attending the support group creates solidarity in shared experiences. Attendees communicated that the iMatter writing and support group serves as a peer support network, which is instrumental towards forming new relationships and strengthening existing ones. Lived experiences connect them together when sharing unique challenges experienced while navigating university life and wider society. The support group creates a unique platform for students and staff to connect as well as to voice what is important to them. Highlighting the positives of their culture and values, including what they feel are important to share with others, are some highlights of the group.
A more inclusive campus environment
The support group creates a platform for cultural exchange as those from other cultures are able to learn and appreciate the diversity that exists in their classrooms and wider university. While the support group attracts a wider representation of cultures across the staff and student body, the group is open to non-ethnic minorities attending so that the attendees have a better appreciation and understanding of their lived experiences and systemic barriers they encounter on a daily basis.
Value to teaching, learning and career development
Writing, reflecting and sharing about unique cultures and traditions are helpful to students’ learning and engagement. Some noted that this removed writing blocks previously experienced, and others felt the support group was instrumental towards learning and career development. Students voiced that they are able to focus better on their university assignments and some, for the first time, started journaling. Self-discovery with regard to shining a light on what career they envisage for themselves was expressed by a few participants. Indeed, writing about self, identity and culture was a liberating experience for them.
Mental health and wellbeing
A few students stated that talking about their identity boosts their self-worth and self-confidence, and made them feel a sense of empowerment after attending each session. Sharing experiences that impacted self, religion, culture and traditions improved students’ emotional wellbeing and reduced feelings of disconnectedness and social isolation. The support group also made them more aware and sensitive to the needs of their peers. Feeling valued and a sense of belonging resonated across the group. Some recognised for the first time the emotional labour that othering can bring and valued the importance of seeking counselling from The Health and Wellbeing Centre.
Future directions
Attendees of the iMatter group are keen to develop a podcast to highlight the successes and challenges of ethnic minority students in higher education. This would be done in collaboration with Race-ed. An iMatter quarterly newsletter was also recommended to promote a more equitable campus life by illuminating the lived experiences of minority ethnic students and staff within the University community.
Are you a student from an ethnic minority background? Due to ongoing interests, the iMatter writing and support group is expected to re-commence for the new semester. Nichole Fernandez is happy to invite you to attend to share with others in an informal safe space. Please contact Nichole at N.Fernandez@ed.ac.uk.
References
Higher Education Statistics Agency (HESA), (2024a). “Higher Education Student Statistics: UK, 2022/23 – Student numbers and characteristics”. https://www.hesa.ac.uk/news/08-08-2024/sb269-higher-education-student-statistics/numbers
Higher Education Statistics Agency (HESA), (2024b). “Higher Education Staff Statistics: UK, 2022/23”. https://www.hesa.ac.uk/news/16-01-2024/sb267-higher-education-staff-statistics
Holtorf, C. (2020). Conservation and Heritage As Creative Processes of Future-Making. International Journal of Cultural Property, 27(2), 277–290. doi:10.1017/S0940739120000107.
Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A Trend Analysis of the Challenges of International Students Over 21 Years. Sage Open, 13(4). https://doi.org/10.1177/21582440231210387
Acknowledgements
We would like to thank all participants for being part of the iMatter writing and support group and their contributions to the magazine.
Michelle King-Okoye
Dr Michelle King-Okoye is a Lecturer in Nursing Studies at the School of Health in Social Science, and co-director at the Centre for Research on Families and Relationships, the University of Edinburgh (currently on extended leave). Michelle has an interest in widening participation and increasing diversity for students. She also enjoys utilising innovative and novel teaching/learning activities at undergraduate and postgraduate levels.
Jansi Natarajan
Dr Jansi Natarajan is a former Lecturer in Nursing Studies at the School of Health in Social Science, the University of Edinburgh.
Nichole Fernandez
Dr Nichole Fernandez is a Research Fellow at the University of Edinburgh, with a background in visual sociology and media studies. Her experience in creative and visual methodologies has covered topics in migration, nationalism, health, and environment. Prior to her current position, Nichole was a Lecturer in Sociology at UC San Diego and an Assistant Professor at Hiram College, Cleveland.
