Academic confidence

, 64

Academic progression

, 15–16

Academic resilience

, 15

Academics

, 70–71

Academic tutor

, 15–16

Acceptable behaviour

, 4

Acculturation

, 28–29

Adaption and transition

, 45–46

Alienation and dissonance

, 123–124

Anglo-Saxon model

, 51

Authenticity

, 108–109

BAME (Black, Asian and Minority Ethnic) student

, 28–29

Barriers to higher learning

, 116–119

Becoming and belonging

, 47

Becoming itself

, 108–109

Belonging

, 17–19, 61

becoming and

, 47

and detachment

, 29–30

and identity

, 37–39

self-efficacy and

, 69

Black, Asian and Minority Ethnic (BAME) student

, 4–5, 28–29

Bridging barriers

belonging

, 17–19

institutions support

, 19–24

resiliency

, 12–17

British Education Research Association (BERA) guidelines

, 9

Caring responsibilities

, 23

Class-cultural discontinuities

, 5–6

Cognitive skills

, 72–73

Communication

, 1

and acceptance

, 14–15

patterns

, 75–77, 109, 115–116, 118–119

Community activities

, 17

‘Commuter’ phenomena

, 75–77

‘Commuter students’

, 89–90

Confidence

, 123–124

Construction process knowledge

, 112–113

Content integration

, 112–113

Coping skills

, 12–14

Cosmopolitanism

, 59–60, 111–113

attitude

, 88

engagement

, 121, 123

mind-set

, 96, 103

Cross-cultural communication

, 23–24

Cultural adaptation

, 21

and acceptance

, 85–86

Cultural barriers

, 51, 115–116

Cultural behaviours

, 99–100

Cultural capital

, 19–20, 50–51, 96, 102–103, 105–106, 122–123

Cultural classroom

, 3–6

Cultural complexity

, 112

Cultural context

, 85–86

Cultural differences

, 15, 21, 29–30, 34–36, 49–50, 90–91, 94–95, 100–101, 110–111

Cultural dislodgment

, 34

Cultural dissonance

, 23, 28–29, 78–79, 87–89, 101–102, 119–120

Cultural diverse classrooms

, 49–50

Cultural diversity

, 1, 61–62, 69, 71–72

Cultural dynamics

, 50

Cultural engagement

, 101

Cultural groupings

, 72

Cultural identification

, 60–61

Cultural identity

, 17, 30, 33–34, 61, 67, 101–103, 116–117, 122

and achievement

, 25

Cultural integration and music

, 41–42

Cultural interactions

, 8, 78–79, 86–87

Cultural journeys

, 26–27

and obstacles

, 44–47

and transitions

, 31–44

Cultural knowledge

, 17

Cultural learning

, 111–112

Culturally defined framework

, 5–6

Culturally plural learning environments

, 109–110

Culturally responsive teaching

, 118–119

Cultural meaning-making

, 27

Cultural miscommunication

, 99–100

Cultural plurality

, 111–112

Cultural realities

, 58–59

Cultural resistance

, 47

Cultural scripts

, 27, 79–80

Cultural shaping of individuals

, 109–110

Cultural transitions

, 20–21, 40–41, 69–74, 79–80

Cultural understanding in higher education

, 85–86

Culture

definition

, 3–4

and developing relationality

barriers to higher learning

, 116–119

bridging barriers and student voice

, 119–121

cosmopolitan learning environment

, 110–114

cultural identity

, 107

relationships

, 114–116

student engagement

, 105–106

Determination

, 72–73

and resilience

, 34–36

Differential attainment

, 121

Dissonance

, 92–93, 102–103, 117–118

alienation and

, 123–124

cultural

, 23, 28–29, 78–79, 87–89, 101–102, 119–120

types

, 93–94

Education

learning experience

, 26

resilience

, 20–21

Educational experience and cultural journey

, 92–93

Empathy

, 72–73

Empowering school

, 112–113

Empowerment

, 71–72

Encourage engagement

, 22–23

Enthusiasm

, 33–34

Equity pedagogy

, 112–113

Ethnic minority

, 73–74

students

, 18

External network factors

, 16

Fascination in cultures

, 57–58

‘Feeling university’

, 5–6, 49–50, 51

Freedom

, 108–109

Generation migrant communities

, 75–77

The Guardian newspaper

, 14

‘Habitus’ of higher education institutions

, 113–114

Heterogeneity

, 113–114

Higher education

culture

, 5–6

environment

, 84–85

Higher Education Academy (HEA)

, 2–3

Higher education institution (HEI)

, 2–3

‘Home’ student population

, 11–12

‘Home tribe’

, 75–77

Human capital and resilience

, 46

Humanity

, 115–116

Human social behaviour

, 17–18

Identified cultural identity

, 102–103

Identity and belonging

, 37–39

Immigrants

, 20

Indices of Multiple Depravation (IMD)

, 77–78

Individuals’ abilities and skills

, 17

Informal networks and communities

, 117–118

Institutional habitus

, 18–19

Integration/acculturation

, 20

Intercultural interactions

, 110–111

Intercultural learning

, 72–73

International mobility

, 45–46

International Students

, 26–27

‘I too am Oxford’ campaign

, 72

Knowledge enrichment

, 121

Learning

community

, 75–77

potential

, 68–69

and resilience

, 36–37

socio-cultural theories of

, 21

‘Learning from lives’

, 6–7

Linguistic ability

, 57–58

Macro level dissonance

, 93–94

Meso level dissonance

, 93–94

Methodology

, 6–9

Micro dissonance

, 93–94

Migrants

, 26–27

Migration and resilience

, 45–46

Miscommunication

, 109–110

Monocultural learning environment

, 66

Motivators for learning

, 52–53

Multicultural education

, 112–113

Multicultural experience

, 59

Multiculturalism

, 59, 111–112

Narrative

, 7

inquiry

, 7, 9

National Survey on Student Engagement (NSSE)

engagement items from

, 13–14

Nottingham Trent University Personalisation Project

, 123–124

Nurturing a culture

, 18

Passion

, 33–34

Pedagogy

, 113–114

Perception and memory

, 8–9

Persistence and motivation

, 51

Personal challenges

, 56–57

Personal engagement and resilience

, 29–30

Positivism

, 70–71

Powerlessness

, 119

Prejudice reduction

, 112–113

Prevent Policy

, 92–94

Project-based learning

, 14–15

Pseudonyms

, 9

Reception and resistance

, 30

Relationality

, 16

Religious and ethnic groupings

, 85

Religious identity

, 80–82

Resilience

, 14–15, 16–17

and adjustment

, 34–36

and coping

, 56–57

definition

, 45–46

development

, 30–31

levels

, 30–31

migration and

, 45–46

and perseverance

, 56–57

and support

, 17

Resilience-based model

, 17

Resiliency

, 12–17

Self-alienation

, 60–61

Self-confidence

, 72–73

Self-efficacy

, 12–14, 52–53

and belonging

, 69

Self-learnt knowledge

, 58–59

Self-realisation

, 55, 72–73

Self-segregation

, 72

Self-worth

, 70–71

Sense of positivism

, 70–71

Sense of resourcefulness

, 12–14

Social activities

, 75–77

Social and cultural capital

, 52

Social capital

, 5–6, 61

Social competence

, 14–15

Social interactions

, 17, 20–21, 27

Socialisation

, 75

Social structure

, 112–113

Stoicism

, 111–112

Story-telling

, 6–7

Stress

, 15

Struggling alone

, 40

Students’

cultural journeys

, 105–106

engagement

, 109

resilience

, 30–31

satisfaction

, 14

social adaption

, 85

Themes and narratives

, 27–28

Transitions in cultural terms

, 27–28

University

experience

, 27–28

learning community

, 75–77

support

, 40

Unstructured in-depth interviews

, 8

US National Survey on Student Engagement (NSSE)

, 11–12

‘White culture’

, 66