Deliberate institutional approaches to closing the ethnicity degree awarding gap

Across the United Kingdom, there continues to be a considerable gap between the proportion of White, British students receiving ‘good’ degrees, and Minority Ethnic students. This research reports on the findings from one case study university which, like many other UK universities, is looking to close this awarding gap. The research explored what can be done at individual institutional level to narrow and, ultimately, close this gap. Phase 1 examined one institution’s degree awarding data which informed Phase 2, a qualitative exploration of the experience of Minority Ethnic students. Phase 1 found that although the population of Minority Ethnic students at the case study university was small, students were not achieving ‘good’ degrees as frequently as White students. This directed Phase 2 resulting in several complex themes, such as not feeling part of the learning environment, having to work harder than their White counterparts to achieve the same results, not having a voice or sense of belonging, and their own culture not reflected in their learning. A list of evidence-based recommendations, reflecting the voices of Minority Ethnic students at the case study university emerged. These included (in order of importance) decolonising the curriculum; self-reflection of staff; use of language; challenging stereotypes, bias and racism; cultural understanding; inclusivity in the learning environment; and support outside the classroom. It is suggested that efforts to closing the awarding gap should be deliberate and multifaceted and consider the nature of individual universities for more targeted efforts to close the awarding gap.