In this extra post, Professor Mohini Gray presents important, evidence-based research that BAME students at The University of Edinburgh are not achieving the same level of degree awards as white students. Mohini proposes nine recommendations for positive change to narrow the awarding gap and also to foster a diverse and inclusive environment for every student. Mohini is a Consultant Rheumatologist and Scientist, Lecturer, and the lead for Equality, Diversity, and Inclusion at the Edinburgh Medical School.
Our university wishes to provide the best possible experience for its students. This is encapsulated in the Strategy 2030, and in its vision for Curriculum Transformation. It aims to, “foster a welcoming community” and to be “a place of transformation and self-improvement”. Yet despite these goals, a significant disparity in degree outcomes for students from a Black and Minority Ethnic (BAME) background has been evident for over two decades. This blog post delves into the nuances of this issue, drawing on recent research funded by the Principal’s Teaching Award Scheme (PTAS), and proposes strategic recommendations to bridge the gap.
The persistent challenge
BAME students at The University of Edinburgh consistently achieve lower upper-class honours degrees than their white student counterparts. This gap persists even when accounting for prior academic achievements, and indicates that the University needs to critically evaluate its internal mechanisms.
In response to this persistent challenge faced by BAME students, I (along with my colleagues, Dr Jeni Harden, Dr David Hope, Dr Kamya Choudhary, and Ms Sarah Shemery) was granted a PTAS award that aimed to understand undergraduate BAME students’ perspectives on the awarding gap and belonging at the university, and to devise an action plan for improvement.
Insights from student experiences
When we analysed a series of semi-structured interviews that formed part of the PTAS project, we found that British domiciled BAME undergraduates at all three Colleges of the University encounter a tapestry of challenges that shape their academic experience. These are categorised as follows:
- Lack of belonging: A deep-seated sense of isolation and a lack of belonging emerged as significant factors impacting their journey. Students commented:
“The first years sometimes find it hard to settle in and they find it hard to feel that sense of belonging.”
“I’ve always felt like I’ve not exactly belonged anywhere.”
“It can be hard to find a sense of community until you understand your identity.”
“The way that I felt lonely is on like a greater scale of just like a foreigner in a new institution.”
- Lack of community: Students frequently expressed difficulty in finding a community with whom they could identify and feel understood. They noted:
“It’s just intertwined so deeply, not having people that you identify with in a way beyond words is really isolating.”
“I think when a place isn’t as diverse, it is about how you welcome minorities.”
“Sometimes you can feel overlooked in a class as well, and that you’re not really being heard.”
“Sometimes I’ll just be the only person who’s from a BAME background and I can feel a little bit isolated.”
- Low representation: The challenge of not finding a community to be part of is amplified by the scant representation they find amongst their peers:
“I’m the only black girl in all of my classes.”
“Most of the students are from private school backgrounds and they’re mostly white.”
“It’s the least BAME place I know.”
“It’s difficult when you’re trying to make it in a subject where a lot of the people, they don’t look like you.”
This lack of representation is also starkly evident within the faculty, which intensifies feelings of alienation within the university environment:
“All of my teachers are white, all of them; none of them are ethnic minorities.”
“I’ve only ever come across a couple of teachers or lecturers who are like non-white.”
“The amount of people of colour has just decreased and decreased and now it’s the last few I guess.”
“I think if you have more lecturers of colour, it creates more of that community space for students of colour to come to that university.”
- Experiences of racism: Moreover, these students have encountered not only overt racism but also subtle, covert forms of discrimination that further erode their sense of inclusion and active engagement. Students comment:
“A lot of people, especially here in Edinburgh, are so racist.”
“I’ve heard so many horrific stories about racial attacks and everything.”
“Constantly the teachers get our names mixed up and call me her name, especially when it’s just one other ethnic minority.”
Implicit bias
It’s important to understand that othering a person because of their ethnicity and the colour of their skin is not always a product of conscious bias. The Harvard Implicit Association Test provides insightful evidence into the presence of unconscious biases, even among people who do not see themselves as prejudiced. These biases, that stem from wider societal and cultural conditioning, imperceptibly influence behaviour and decisions, usually going unnoticed by those who hold them.
In educational settings, these biases can subtly permeate interactions and create an atmosphere that may inadvertently alienate BAME students. Such implicit biases contribute to feelings of otherness and unwelcomeness, undermining the crucial sense of belonging. The significance of belonging cannot be overstated—it is a cornerstone for enabling students to fully realise their potential. I’d encourage anyone to take this Implicit Association test and to understand about their own subconscious biases.
To address these issues effectively, we have to look beyond intent and acknowledge the impact of these subconscious attitudes. It is vital that our University implements not just comprehensive training and support systems that address explicit racism but also equip our teachers and students with the awareness and tools to identify and mitigate their own implicit biases.
Recommendations for positive change
The analysis of interviews and students’ own priorities indicates the need for a multifaceted approach to address the awarding gap and foster a more inclusive university environment. The nine recommendations below, which underpin the report, provide a strong starting point for all university members to engage with:
- Enhancing transition support: Introducing resources and communities to aid BAME students in adjusting to university life and reinforcing their sense of belonging from the start.
- Diversifying the staff: Actively seeking out BAME faculty members and establishing mentoring programs to mirror the diversity of the student body and offer role models.
- Fostering inclusivity: Ensuring that the whole curriculum integrates learning about sensitivity and unconscious bias, and ensuring these values are integrated into university culture through training.
- Promoting belonging: This is vitally important not just for student wellbeing but for the students’ future successes.
- Amplifying BAME voices: Providing platforms for BAME students to share their perspectives and insights promoting visibility and advocacy.
- Cultivating community: Supporting societies that celebrate diversity, enhancing social networks, and ensuring student wellbeing.
- Crafting an inclusive curriculum: Developing a curriculum that mirrors the diverse student body ensuring that each student feels valued and included.
- Launching awareness campaigns for support services: Boosting awareness about the available support services to ensure their utilisation.
- Taking proactive measures against racism: Establishing effective procedures for reporting and addressing incidents showcasing the university’s dedication to combating discrimination.
Toward an inclusive tomorrow
The University’s commitment to nurturing a transformative community is praiseworthy. Nevertheless, the persistent degree awarding gap for BAME students underscores the importance of introspection and action. By putting into practice the suggestions provided, the University can take steps not only to narrow this gap but also to foster an environment where diversity is embraced allowing every student to flourish. This effort is crucial for the wellbeing of BAME students and for preparing ALL graduates for a globally interconnected and diverse society.
You can read the full PTAS report here [PDF – 65 pages]: Towards an Understanding of the BAME Undergraduate Degree Awarding Gap at the University of Edinburgh – Final Report, January 2024.
You can also read the Executive Summary [PDF – 4 pages]: Towards an Understanding of the BAME Undergraduate Degree Awarding Gap at The University of Edinburgh.
Mohini Gray
Professor Mohini Gray works at the Institute for Regeneration and Repair as a Consultant Rheumatologist and Scientist. She teaches medical and science students, and is the lead for Equality, Diversity, and Inclusion at the Edinburgh Medical School.
