Background: In North-Western Europe, medical student populations are both feminised and increasingly culturally diverse. Students with a migrantbackground, particularly female Muslim students and especially thosewearing a headscarf, are very visible in medical school, but little is knownabout their experiences with in- and exclusion.Aim: The study aimed at generating bottom-up insight from a critical intersectionality approach in order to support political voice of these students and provide starting points for inclusion of cultural diversity in medical education.Method: A qualitative interview study (n = 14) focused on the experiences offemale Muslim students in the Bachelor’s- and Master’s phases at VUmc School of Medical Sciences. Thematic analysis was performed.Findings: We found three domains of experienced difference:1. leading a different student life; 2. being (considered) a different medical student; and3. anticipating being a different physician. Students are identified, as well as self-identify as different. Balancing work is needed in order to fit in and be considered a good student. Experiences of Othering through microaggressions and everyday racism and segregation between students with a migrant background and those without, are at play.Conclusion: The findings reflect dominant norms on what it takes to be a normal/good medical student and physician.
|Title of host publication||Scholarly Engagement and Decolonization. Views from South Africa, The Netherlands and the United States.|
|Editors||Maurice Crul, Liezl Dick, Halleh Ghorashi, A Valenzuela Jr|
|Number of pages||26|
|Publication status||Published - 2020|