Tatiana Almeida de Magalhães, Erasmo Daniel Ferreira, Joyce Elen Murça de Souza, Viviane Maia Santos, Luiza Augusta Rosa Rossi-Barbosa, Jairo Evangelista Nascimento, Marise Fagundes Silveira, Desirée Sant'Ana Haikal
Voice Disorders and Mental health of Basic Education Teachers in a Brazilian Municipality
Journal of voice : official journal of the Voice Foundation
study explored lived experiences racial bias black asian minority ethnic students undertaking undergraduate postgraduate degree nursing midwifery allied health courses united kingdom previous research indicates students black asian minority ethnic groups fewer opportunities succeed university brought race awarding gap degree attainment reasons awarding gap complex multifactorial crucial lived experiences racial bias explored student perspective hermeneutic phenomenological approach adopted elicit individual collective experiences practice environment mandatory component students degree focus group individual semistructured interviews conducted collect data sixteen participants analysed using thematic analysis results three encompassing themes identified included sense belonging trauma impact mental health understanding covert overt racism participants reported incidences racism appeared traumatised experiences within practice university also reported poor mental health wellbeing shared experiences lack confidence university practice mitigate racial issues meaningful action must taken universities practice partners advance racial inequality initiatives robust antiracism action plans processes cocreated students staff reduce race awarding gap