Gypsy, Traveller, Roma, Showman and Boater (GTRSB) communities are very poorly represented in the world of science. Only 3-4% of GTRSB populations aged 18-30 access higher education (HE) compared with 43% of 18–30-year-olds in the general population. The recently launched “GTRSB into Higher Education Pledge” aims to ensure support, access, and inclusion of GTRSB individuals in HE. This is a matter of social justice, aiming to increase equality, visibility, employability, and social mobility. To achieve these improvements, the scientific community must play its part. This project aims to recruit a life scientist as an agent of change and to take a collaborative approach of co-design and co-development with members of the GTRSB communities, academics and students to drive the research.
This research will address issues around access to STEM in higher education for GTRSB communities with focus initially on the following themes: What barriers and opportunities exist for GTRSB communities in terms of their access to higher education in STEM and healthcare subjects? What are the influences at local, national, and international level that impact on access for GTRSB communities to STEM and healthcare in higher education? What specific strategies and interventions in terms of life sciences could aid access to STEM and healthcare for GTRSB communities?
The supervisory team have experience in biomedical research and education and with working with students as partners in the co-development and delivery of projects. The investigation will involve literature reviews of research and policy evidence plus data collection through interviews and observations of meetings and teaching events. In addition, the project will involve the co-design, development, delivery and assessment of educational materials to increase equality for the diverse GTRSB communities and support their access to STEM and healthcare education. Educational materials on the discrimination and the inequalities faced by GTRSB communities designed for healthcare and biomedical undergraduates could form one strand of the work, while outreach and public engagement activities for communities, schools and colleges that aim to support GTRSB access without othering would also be appropriate. The data collected on the educational strategies, materials and activities will be assessed using appropriate mixed methods research.
The factors that affect access to (and the experience of) higher education for GTRSB learners presents a complex picture of intersectionality that ‘precludes simplistic understandings of GRT[SB] social mobility via HE trajectories’ (Danvers and Hinton-Smith). Human Factors (ergonomics) is a both a scientific discipline and a practice, which seeks to understand how individuals interact with the complex sociotechnical systems of which they are a part and sits ‘on the cusp of sciences and humanities’ in the centre of the quantitative and qualitative continuum’. As an approach, Human Factors is pragmatic and incorporates many aspects of constructivist grounded theory, recognising that self, society and reality are constructs, developed through interaction and relying on communication, language and the extent to which that language is shared. This project will use a Human Factors systems framework to gather, synthesise and extract data which will allow us to build a working model of the educational system for members of GRTSB communities. This will allow us to identify barriers to access, as well as opportunities for co-design of improvements.
We aim to ensure ownership of key aspects of the project and materials by GTRSB communities, and to feed the information gained in the research into Higher education institutions, healthcare providers and governmental bodies to shape future strategy for access to education for GTRSB individuals and to improve the quality of our educational environments. This aligns with the University of Aberdeen 2040 Strategy on Inclusion.
Candidate Background:
We encourage applications from all backgrounds and communities, particularly those underrepresented in higher education, and are committed to having a diverse, inclusive team.
Applicants should normally hold a minimum of a 2:1 UK Honours degree (or international equivalent) in a relevant life science subject.
In addition, we will consider other grades of UK Honours degree (or international equivalent) when combined with evidence of teaching experience and technical skills in higher education or research in order to encourage individuals from a wide range of backgrounds to apply.
For further project information please contact Dr Iain Rowe ([Email Address Removed]).
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APPLICATION PROCEDURE:
Please note: International applicants are eligible to apply for this studentship, but due to funding limitations will be required to find additional funding to cover the difference between overseas and home fees (approximately £15,000 per annum).
- Formal applications can be completed online: https://www.abdn.ac.uk/pgap/login.php
- You should apply for Health Education (PhD) to ensure your application is passed to the correct team for processing.
- Please clearly note the name of the supervisor and project title on the application form. If you do not include these details, it may not be considered for the studentship.
- Applicants should normally hold a minimum of a 2:1 UK Honours degree (or international equivalent) in a relevant life science subject.
- Your application must include: A personal statement, an up-to-date copy of your academic CV, and clear copies of your educational certificates and transcripts.
- Please note: you DO NOT need to provide a research proposal with this application
- If you require any additional assistance in submitting your application or have any queries about the application process, please don't hesitate to contact us at [Email Address Removed]
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