Black student experience on an introductory stem module: Closing the awarding gap by listening to our Black students

In the UK HE sector, including the Open University, White students tend to achieve better outcomes compared to their Black peers. This difference is the awarding gap between Black and White students’ outcomes. The module S112, Science Concepts and Practice, is a first year, interdisciplinary science module currently serving 24 qualifications. 2019 data revealed that the pass rate for Black students (35%) was low in comparison to White students (67%) and students of other ethnicities, despite comparable completion rates. The S112 awarding gap was wider than both Faculty and Institutional values. This report summarises the findings, conclusions, and recommendations from a completed project to investigate Black student experience on S112. The findings from an online focus group followed by interviews with Black students are presented, together with a concurrent intersectionality study investigating possible double disadvantages for S112 Black students. Thematic analysis identified a lack of representation of Black scientists and University staff, together with a lack of sense of belonging for the university’s Black students, as being the most impactful barriers to success. Other themes such as perceived hidden costs associated with study could be relevant to wider student communities. The report summarises recommendations to address issues likely to be faced by Black students and highlights the need for further research to investigate an apparent lack of trust in the University, to open two-way channels of communication with University staff.