Research watch: routes to marginalised students’ increased inclusion and empowerment

Abstract

Purpose

The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered.

Design/methodology/approach

The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts.

Findings

The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit.

Originality/value

These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.

Citation

Holttum, S. (2021), "Research watch: routes to marginalised students’ increased inclusion and empowerment", Mental Health and Social Inclusion, Vol. 25 No. 4, pp. 326-333. https://doi.org/10.1108/MHSI-08-2021-0055