Description
Abstract:In UK universities, there is a long-standing gap in degree award outcomes for undergraduate students with white students more likely to graduate with a ‘good degree’ (a first-class or upper second class) than students from Black, Asian and Minority Ethnic (BAME) backgrounds.
Given its complex, systemic nature, researchers have highlighted the importance of adopting holistic, intersectional and exploratory approaches that are solution focused. Through interviews and an advisory group session, this qualitative study explores the lived experiences of 14 BAME
female undergraduate students attending a large, public research university in the UK, their perceptions of the awarding gap, and their suggested strategies for change. The findings identified key themes with intersectional elements including gender, socioeconomic status, and
educational background including biased attitudes and stereotypes, feelings of being underestimated and needing to work harder, the need for greater diversity, and feelings of disconnection and lack of integration with other minority ethnic students. Participants also shared their perceptions of the awarding gap and proposed strategies for addressing the gap, including raising awareness, increasing diversity among teaching staff, enhancing academic resources, and fostering connection among peers. By capturing the racialised narratives of students, the research sheds light on the pervasive biases, stereotypes, and systemic issues that contribute to the gap. Through these efforts, the study aims to foster a more inclusive and equitable educational environment, ultimately contributing to the eliminate of the degree awarding gap at universities.
| Period | Aug 2024 |
|---|---|
| Type of journal | Journal |
| ISSN | 1469-3518 |
| Degree of Recognition | International |