Racial inequality is becoming widely recognised in H.E. as a significant factor that affects attainment, employability and the earning potential of students who are from diverse backgrounds. The gaps in the awarding of ‘good’ degrees (a First or Higher Second) between White students and Black, some Asian and minoritized groups is a specific example of racial inequality in the Academy. This gap persists even when all other variables such as age, gender and prior attainment are controlled. In 2019, The Office for Students (OfS), the regulatory body for H.E, reported a 22pp gap between White and Black students and 10.5pp between White and Asian students. The causes are complex, exacerbated by how language and terminology is used, acronyms which homogenise diverse groups of people, and issues relating to participation and representation all underpinned by structural and institutional racism. The solutions require dismantling the Academy.
Language and terminology impact how gaps are perceived and the way people are described. Initially the awarding gap was referred to as an ‘attainment gap’ with the blame focused on the individual for academic weakness, making the wrong course choices or having a lack of ability known as a deficit model. Black and Minority Ethnic (BME) or Black, Asian, and Minority Ethnic (BAME, used by the sector) are broad terms which classify a range of marginalised groups. These terms have become politicised and are reductionist. ‘Minority’ suggests they are ‘marginal’ or less important. More Black and Asian students participate in H.E, in 2018-2019, 17.7% of university students were from Black, Asian, or mixed backgrounds. Although Black and Asian students are more likely to attend H.E they are awarded fewer ‘good’ degrees. Black and Asian people are underrepresented in senior and managerial positions in academic (the number of Black Professors in the UK for example, is only 1%) and professional services.
The causes of the awarding gaps are a combination of complicated factors:
- Curricula and learning (including teaching and assessment practices)
H.E curricula is mostly Eurocentric and one which Black, Asian and minoritized groups can’t see themselves reflected. Discriminatory assessment practices (e.g., writing in English, assumptions of previous educational experiences) favour some groups of students over others.
- Relationships between staff and students and among students
Subtle, exclusionary attitudes and behaviours (unconscious and conscious biases) by teachers and students impact on teacher and student expectations and thus outcomes. Students may also have low expectations of themselves because of poor educational experiences.
- Psychosocial, identity factors and sense of belonging
This is how academic confidence, motivation, the way students see themselves, student well-being, sense of belonging, self-esteem, and self-actualisation contribute to the gaps. Feeling isolated can impact on attainment.
- Social, cultural, and economic capital
These students are less likely to use help-seeking strategies and may avoid formal teaching because they lack social capital; they are less aware of the advantages of networks and relationships. They don’t know how to navigate the hidden curriculum and because they’re more likely to be working, they have less economic capital and consequently time and energy for study.
Solutions are still to be found as closing the awarding gap has only recently become a focus in H.E.
There are some things the Academy can do:
- Using the term awarding gap removes the onus from the individual and places responsibility with the awarding bodies. Alternative models to the deficit one can also be adopted, for example a framework of ‘Possible selves’ which explores students’ ‘hoped for’ or ‘ought to be self. This framework can help students create a positive identity, one where they see themselves as a student which gives them agency to seek support because they see themselves succeeding as a learner.
- Using more thoughtful, confident, specific and relevant terms to describe race and ethnicity instead of BAME/BME.
- Support students with transitioning to university with an induction model which is a process rather than an event to enable students integrate and feel as though they belong.
- Teach students how to tackle assessment to reduce anxiety and over-efforting (working twice as hard as other students).
- Develop a global, internationalised curriculum which recognizes different experiences and diversity and allows students to see themselves reflected.
- Increase representation in academic and professional services to create role models, increase aspirations and a greater sense of belonging.
- Educate students about the gaps and the how to access support.
Some institutions have started to reduce their gaps and there is hope on the horizon.
How aware were you of the awarding gaps before reading?
by Rehana Awan
Rehana has worked at the OU in a variety of academic related and academic roles since joining in 2008. In June 2022, Rehana was appointed as a Lecturer in Equality, Diversity and Inclusion (EDI) Implementation in the School of Computing and Communications, part of the Faculty of Science, Technology, Engineering and Maths. Rehana is co-chair of the Black and Minority Ethnic staff network, a role she’s held for two years. She is also a committed Associate Lecturer, supporting students on DD102 Introducing the Social Sciences and she has also tutored on Access. Rehana has demonstrated her commitment to leading and managing teaching and learning as a Senior Fellow of the Higher Education Academy (SFHEA) and Fellow of the Staff and Educational Development Association (FSEDA). As a professional doctoral student, Rehana is researching student narratives and degree awarding gaps at the OU, and she has set up a Community of Practice for other PGRs also investigating awarding gaps.
