Examining the Attainment Gap in Academic Performance of Minoritised Ethnic Groups for a STEM Related Subject, Discrete Mathematics

This study addresses the attainment gap in academic performance for students of minoritised and non-minoritised ethnicity, studying Discrete Mathematics, an undergraduate university level module, whereby an investigation of the effect of an intervention in one of the assessments is undertaken and statistically analysed. Education that is inclusive is essential for the development of a more equitable society; a crucial component of education systems that seek to enhance educational quality and equity for all students. There is a notable achievement difference in the educational system between students from minority ethnic backgrounds and their peers, and the attainment gap experienced by UK higher education students is cause for concern. The varied academic achievement of these groups is known as attainment, and the pupils from Black, Asian, and Minority Ethnic populations have all experienced setbacks due to institutional bias, financial disadvantage, and cultural barriers. However, there are obstacles to putting this strategy into practise, such as the need for suitable pedagogical techniques and assistance for students from different ethnic circumstances. Creating inclusive teaching methods in Science, Technology, Engineering and Mathematics (STEM) subjects that consider the linguistic and cultural diversity of the student is necessary to address these hindrances. Higher educational institutions can contribute to reducing the achievement gap for minoritised ethnic groups and fostering greater equity and social mobility by encouraging the teaching and study of modules in a responsive manner. Continuous analysis and study on the discrepancies faced by the students at their institutions should be performed to reduce this gap whilst promoting diversity. Moreover, a comparison over two academic years relative to the overall academic performance of students, considering the minoritised ethnic cohort, is accomplished so as to measure the approach’s validity. The results from the performance ratio, t-test, hypothesis testing, effect size, chi-squared test, categorical variable analysis and the Cronbach alpha measure, all feed into and confirm the reliability of the study hence validating the positive impact of the intervention. This study recognises that in order to pave the way forward and succeed in addressing fully the issue of the attainment gap, a post-racial approach must be taken, and a range of strategies must be considered at module, course and university level.