Understanding the awarding gap through the lived experiences of minority ethnic students: An intersectional approach

Abstract In UK universities, there is a long‐standing gap in degree award outcomes for undergraduate students with white British students more likely to graduate with a ‘good degree’ (first or upper second class) than British students from minority ethnic backgrounds. Given its complex, systemic nature, researchers have highlighted the importance of adopting holistic, intersectional and exploratory approaches that are solution‐focused. However, few qualitative studies provide a voice to minoritised students with regards to describing their individual experiences and their own suggestions for change. Through interviews and an advisory group session, this qualitative study explores the lived experiences of 14 minority ethnic undergraduate female students attending a large, public research university in the UK. The findings generated key themes with intersectional dimensions including gender, nationality, immigrant status, 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, this 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 elimination of the degree awarding gap at universities.