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The main aim of this study is to ascertain the progress in implementing the actions contained within the BME Housing Action Plan for Wales, by the Welsh Assembly Government (WAG) and social landlords in Wales.

The research was carried out between December 2004 and May 2005. This paper discusses some of the main findings from the systematic review of BME housing strategies and action plans covering 22 local authorities and 32 housing associations in Wales.

It was clear from all aspects of the research that the WAG's BME Housing Action Plan for Wales is having a positive impact on the profile and awareness of BME housing issues in Wales. However, the degree and extent of progress varied throughout Wales.

BME housing issues have a high profile in the social housing sector in Wales. It is important that this positive profile is maintained and does not lose momentum due to increasing and competing priorities.

Currently, the lack of incentives for compliance (and penalties for non‐compliance) presents a potential disincentive to the long‐term sustainability of the present enthusiasm and momentum on BME housing issues in Wales.

This research is the first to evaluate the progress made by social landlords in implementing the WAG's BME Housing Action Plan for Wales.

The aim of this paper is to explore the effect of ethnicity and separate this from the other dynamics associated with migration among members of the long-term care workforce in England focusing on the nature and structure of their jobs. The analysis examines interactions between ethnicity, gender, and age, and their relations with “meso” factors related to job and organizational characteristics and “macro” level factors related to local area characteristics.

The paper analyses new national workforce data, the National Minimum Data Set for Social Care (NMDS-SC), n=357,869. The paper employs descriptive statistical analysis and a set of logistic regression models.

The results indicate that labour participation of British black and minority ethnic (BME) groups in long-term care work is much lower than previously believed. There are variations in nature of work and possibly job security by ethnicity.

While the national sample is large, the data were not purposively collected to examine differentials in reasons to work in the care sector by different ethnicity.

The analysis highlights the potential to actively promote social care work among British BME groups to meet workforce shortages, especially at a time where immigration policies are restricting the recruitment of non-European Economic Area nationals.

The analysis provides a unique insight into the participation of British BME workers in the long-term care sector, separate from that of migrant workers.

The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers.

The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England.

This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors.

The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population.

Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable.

This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

Until May 2003, there was no coherent national strategic approach to the development of women's enterprise in the UK although for decades researchers and support groups have been calling for a distinctive approach to supporting women business owners due to their different business ownership profiles such as different motivations for entering business ownership, reduced access to resources, particularly finance and longer incubation periods. Historically, a piecemeal approach has dominated the policy landscape with regard to small business development as well as female entrepreneurship. As part of the effort to provide a more coherent national strategic approach to women's enterprise policy, the government launched the Strategic Framework for Women's Enterprise (SFWE) in 2003, an umbrella document from which all initiatives to support female entrepreneurship acquire their momentum. The paper seeks to explore the SFWE.

Taking an intersectional approach, this paper explores the SFWE seeking to examine its provisions and how these relate to black and minority ethnic (BME) women in the light of the multiplicity of their experiences in terms of gender, ethnicity and class.

The paper concludes that the SFWE approaches the issue of BME women's entrepreneurship as a sub‐set of female entrepreneurship and therefore assumes that they will benefit from all gender‐based policies. The document treats women as a homogenous group and the acknowledgement of the diversity of female entrepreneurs, particularly BME women's experiences, is not reflected in the action priorities relating to business support provision, access to finance, childcare and caring responsibilities and transition from benefits to self‐employment.

The paper shows that there is a need for further research into the experiences of BME women in business in order to address their peculiar needs brought about by the intersectionality of ethnicity, “race”, gender and class in their lived experiences and to support this with policy provisions that are relevant to their needs. The recurrent problem is whether to concentrate on making mainstream business support provision and initiatives responsive to the needs of BME women or to define issues and develop independent initiatives that cater for these needs.

The main contribution of this paper is its focus on a significant but under researched group of women business owners in the context of an evidence‐based policy approach to entrepreneurship support and highlights the need for a more focused approach to their specific needs if the entrepreneurial potential of all women is to be harnessed.

The purpose of this study was to explore providers' and commissioners' perceptions of the extent to which services currently meet the perinatal mental health needs of black and minority ethnic (BME) women. A mixed method study involving a national survey and in‐depth interviews was undertaken in response to reports of patchy service provision and particular concerns about potentially unmet needs among BME women. Findings indicate that the surprising number of professional groups (n=27) involved in delivering perinatal mental health care were predominantly located in secondary care. Perceptions of the validity of ‘BME‐specific’ services were equivocal. Service delivery for minority women tended to focus on language and translation; which might facilitate assessment and physical (though not psychological) care but would do little to address women's cultural needs.

The black and ethnic minority (BME) elderly population in England and Wales is increasing. As dementia is an age‐related disorder and the prevalence of depression in old age is high, the absolute number of cases of dementia and depression will increase among BME elders. This has implications for the development and delivery of old age psychiatry services (OAPSs) for BME elders. Demographic data pertaining to the elderly from BME groups in the 2001 population census were analysed in detail to evaluate the implications for development and delivery of OAPSs for BME elders. The demographic changes identified have important future implications for the development and delivery of OAPSs for BME elders. Unless they are addressed systematically, BME elders will continue to harbour untreated, hidden psychiatric morbidity. Strategies to ensure that this vulnerable group of elderly are identified and provided with accessible, acceptable and culturally sensitive OAPSs should be developed.

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

The proportion of those over the age of 65 years in black and minority ethnic (BME) groups in England and Wales is increasing. The prevalence of dementia and depression among BME elders from different groups in the United Kingdom is generally similar to or higher than in indigenous white British elders. Two methods were used to provide a conservative estimate of the absolute number of cases of dementia and depression among BME elders. Data on prevalence from published studies of different BME elderly groups and the number of those over the age of 65 years from different BME groups in the general population in the 2001 population census were used for analysis. The most conservative estimates of the absolute number of cases of dementia among BME elders were 7270 and 10,786 for the two methods of analysis; the corresponding figures for depression were 33,559 and 52,980. There is a significant amount of psychiatric morbidity among the elderly from BME groups. A multi‐faceted approach is needed to ensure that commissioning, design, development and delivery of culturally capable, appropriate and sensitive old age psychiatry actually occurs and improves the equity of service access by BME elders.

Perinatal mental illness is an important public health issue. Conditions such as postnatal depression increase mothers' risk of suicide and can herald onset of recurrent and chronic mental health problems. Maternal mental illness can also adversely impact the cognitive, physical, and psychological health and development of children. In light of known psychosocial risks, there is concern that fewer than expected women from black and minority ethnic (BME) backgrounds access care and treatment. This paper aims to address this issue.

Responding to persistent reports of patchy service provision across the UK more generally and particular concerns about potentially unmet needs among BME women, mixed‐method research was undertaken between September 2009 and March 2010. Using survey questionnaires and telephone interviews, the study sought to explore professional stakeholders' perspectives on current perinatal mental health provision and the extent to which it meets the needs of BME women. Findings from the study were intended to inform policy and plans to improve provision by establishing managed care networks (MCNs) for perinatal mental healthcare.

In total, 45 questionnaires were returned from the national survey. One‐third of respondents (n=14) consented to follow‐up telephone interviews. There was evidence of multi‐agency working among the 27 professional groups which respondents reported as being directly involved in delivering perinatal mental healthcare across the country. However, there was also evidence of disjuncture and poor communication – particularly between statutory and voluntary sectors and NHS primary and secondary care. Some respondents had difficulty defining “BME” or identifying the women to whom the acronym might be applied. They also questioned the validity of providing “BME‐specific” services. Instead, they endorsed more ethnically “inclusive models” of provision and “signposting” women to appropriate “community” services.

Taken together, these findings suggests that whilst there might be a theoretical argument for perinatal mental health MCNs, considerable effort is required if policy‐makers' aspirations for more “joined‐up” services capable of meeting the needs of all women are to be fully realised. Furthermore, current proposals for public sector reform coupled with reduction in voluntary sector provision is likely to disproportionately affect women from BME and other marginalised communities as they provide significant amounts of “below the radar” care and support.

This paper is of particular relevance to policy makers and practitioners. Findings suggest that women from BME backgrounds might be particularly vulnerable to perinatal mental illness. Contraction of voluntary sector provision increases the likelihood that the needs of BME women will remain unmet with deleterious consequences for their health and wellbeing of their families. This has potentially serious public health implications. MCNs/clinical networks have the potential to reduce inequalities by providing more “joined up” care for all women. However, the evidence base for levels of need and appropriate service response to perinatal mental illness among BME women is weak. Further research is required to bridge the evidence gap and to evaluate the impact of health and social care reform on vulnerable groups.

Black British minority ethnics (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers, showing typically a 16 per cent graduate attainment gap in the UK. Previous research has suggested that the attainment gap could be explained by BME student disengagement, as the students typically commute from family home to University, and they work part time. However, peer-assisted learning (PAL) has been shown to have a positive impact on addressing and resolving student alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis when scrutinised in comparison to similar cohorts without PAL interventions. The paper aims to discuss these issues.

This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method involved a statistical analysis of student records for the two cohorts to ascertain any effect of correlation between: PAL; student ethnicity; and student parental employment on student academic performance and placement attainment.

The results indicate that PAL has no significant impact on the academic performance; however, PAL has a positive impact on the placement/internship attainment for BME students and students from parental households with parents in non-managerial/professional employment.

The research limitations are that the cohorts are small, but more equal diverse mix of different social categories than any other courses. However, as the cohorts are less than 30 students, comparing social categories the data sets are small to have absolute confidence in the statistical results of academic performance. Even the t-test has its limitations as the subjects are human, and there are multiple personal factors that can impact an individual academic performance; therefore, the data sets are heterostatic.

The results highlight that there is need for pedagogy interventions to support: ideally all BME students from all social categery to secure placements; BME students who are unable to go on placement to gain supplementary learning that has the same impact on their personal development and learning as placement/internship experience; and White students from managerial/professional family households to engage more in their studies.

Not addressing and providing appropriate pedagogy interventions, in the wider context not addressing/resolving the BME academic and placement attainment gap, a set of students are being disadvantaged to their peers through no fault of their own, and compounding their academic attainment. As academics we have a duty to provide every opportunity to develop our student attainment, and as student entry is generally homogeneous, all students should attain it.

Previous research evaluation of PAL programmes has focused on quantitative students surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. On the other hand, this paper evaluates the intervention through conducting a quantitative statistical analysis of the student records to evaluate the impact of PAL on a cohort’s performance on different social categories (classifications) and compares the results to a cohort of another group with a similar student profile, but without PAL intervention implementation.