{"id":1066,"date":"2021-05-12T10:22:50","date_gmt":"2021-05-12T10:22:50","guid":{"rendered":"http:\/\/blogs.kcl.ac.uk\/behaviouralinsights\/?p=1066"},"modified":"2021-06-07T09:17:40","modified_gmt":"2021-06-07T09:17:40","slug":"engaging-the-hard-to-reach-the-importance-of-using-a-wide-range-of-methods","status":"publish","type":"post","link":"https:\/\/blogs.kcl.ac.uk\/behaviouralinsights\/2021\/05\/12\/engaging-the-hard-to-reach-the-importance-of-using-a-wide-range-of-methods\/","title":{"rendered":"Engaging the \u2018Hard to Reach\u2019 : The Importance of Using a Wide Range of Methods"},"content":{"rendered":"

By Yasarah Qureshi, RCT Coordinator, Widening Participation Department<\/strong><\/em><\/p>\n

As universities are becoming increasingly committed to understanding and improving \u2018sense of belonging\u2019[i]<\/a>, a wide range of methods can be used to support HE institutions in building better relationships with hard to reach groups and a greater understanding of the barriers they may be experiencing.<\/em><\/p>\n

Defining \u2018hard to reach\u2019 students in the HE sector<\/strong><\/h3>\n

The term \u2018hard to reach\u2019 generally refers to underrepresented communities, particularly those that have been marginalised or stigmatised.[ii]<\/a> Within research, \u2018hard to reach\u2019 is often defined as a sub-group within a larger population that are difficult to access through traditional research methods because of a \u201csocial or physical location, vulnerability, or otherwise hidden nature.\u201d[iii]<\/a><\/p>\n

Minority groups, immigrants and those from low-income backgrounds are often identified as key \u2018hard to reach\u2019 communities.[iv]<\/a> In the HE context, The REACT Project used the list below (Table One)[v]<\/a> to categorise students who may be identified as \u2018hard to reach\u2019, using both demographic (e.g. ethnic minority grouping and socio-economic status) and attitudinal labels (e.g. low motivation and emotionally detached).<\/p>\n

This list isn’t perfect, some of the descriptors are difficult to define. There are many other groups not included in this list, and many students will identify with multiple labels listed or none at all, with some students deemed \u2018harder to reach than others\u2019. However, it demonstrates that within HE, the term \u2018hard to reach\u2019 overlaps significantly with disadvantaged students. It is with this understanding that I will be using the term throughout this blog.<\/p>\n

Table One \u2013 Descriptors of \u2018hard to reach from REACT project\u2019 <\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Black and Minority Ethnic<\/td>\n<\/tr>\n
Low Socio-Economic Class<\/td>\n<\/tr>\n
Young +<\/td>\n<\/tr>\n
Disabled<\/td>\n<\/tr>\n
Undereducated<\/td>\n<\/tr>\n
Low Motivation<\/td>\n<\/tr>\n
Emotionally Detached<\/td>\n<\/tr>\n
Cultural Minorities<\/td>\n<\/tr>\n
Offenders<\/td>\n<\/tr>\n
Vulnerable or Marginalised Population<\/td>\n<\/tr>\n
Distance Learners<\/td>\n<\/tr>\n
Mature Students<\/td>\n<\/tr>\n
Gays and Lesbians<\/td>\n<\/tr>\n
Single Parents<\/td>\n<\/tr>\n
Commuting Students<\/td>\n<\/tr>\n
Technologically Advanced Students<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Table one – <\/sub>Higher Education Funding Council for England (HEFCE), (2017).\u00a0<\/sub><\/p>\n

S<\/strong>tudents from \u2018hard to reach\u2019 groups are traditionally identified as those most at risk of experiencing<\/strong> a<\/strong> lower sense of belonging<\/strong><\/h3>\n

According to Goodenow, a student\u2019s sense of belonging refers to the extent to which they feel they are \u201cliked, respected and valued\u201d[vi]<\/a> within educational spaces, and explores relationships with educators and peers. A growing body of research finds a strong relationship between a student\u2019s sense of belonging and key educational outcomes such as academic performance and retention rates[vii]<\/a> [viii]<\/a>. As sense of belonging is identified as a determining factor for positive educational outcomes, HE providers are becoming increasingly committed to understanding and improving belongingness within university.[ix]<\/a><\/p>\n

Notably, students from \u2018hard to reach\u2019 groups are traditionally identified as those most at risk of experiencing lower sense of belonging at university[x]. This<\/a>\u00a0link is also highlighted in Table One, by the inclusion of attitudinal labels (such as low motivation and emotional detachment) alongside demographic labels (such as low-socio economic class and Black and Minority Ethnic).<\/p>\n

Students from hard to reach groups in HE also face additional barriers to success. For example learners from underrepresented backgrounds may be more likely to undertake part-time jobs, experience financial hardships, unstable living arrangements, or have immigration challenges, which may additionally make it harder for them to take part in research.<\/p>\n

Consider appropriate methods of engagement and research<\/strong><\/h3>\n

Surveys are a common research method within universities, as they have the potential to reach the largest proportion of the student body. However, quantitative surveys may not always be able to capture the full scope of student experiences and minority voices, therefore alternative methods of research, sampling and engagement should be considered:<\/p>\n