Deep Dive project: the attainment of BME students - work in progress Dr Susan Smith June 2016

In all nations, the proportion of UK-domiciled black qualifiers receiving a first/2:1 was lower than for all other ethnic groups. The gap was particularly wide in England, where 73.8% of UK-domiciled white first degree qualifiers received a first/2:1, compared with 46.8% of UK-domiciled black first degree qualifiers (a 27.0% difference). (ECU, 2014, p. 111)

Leeds Beckett University Faculty comparison 2015

Leeds Beckett vs Sector Average 2015

Approach Review and critique of the literature identifying factors which impact on BME student achievement Analysis of access, WP, attainment activity audit, Race Equality Action Plan and Race Charter Mark data Analysis of achievement data and identification of 5 selected courses- (resit rates, living at home, retention rates, placement rates) Course document analysis (CATs and MATs) Generation of evidence informed interview schedule Interview course leaders and key others Student focus groups Action Plan- embedding and a move to increase School activity

Emergent issues from review of course documentation Lack of clarity about assessment approaches, inclusive assessment formative assessment, group work specifics, Lack of visibility of the inclusiveness element of the graduate attribute for global outlook Reading lists and resource lists Lack of explicit placement strategy- access, opportunity and diversity Lack of clarity over “sense of belonging”, expectations for the first year Induction as a transition etc.

Emergent issues from thematic analysis of interviews- (staff) Inclusive curricula- overly “white “ curricula- “let’s interrogate our curricula….” “dehumanises those left out….” Unconscious bias awareness The important role of induction as transition to 4 The proportion of BME students on the course Opportunity to share values in a safe learning space – foster critical thinking to allow issues to be explored Student engagement and voice Facilitate integration, learning and social opportunities via the teaching and learning approach- collaborative learning Assessment: inclusive, formative, scaffolded Anonymous marking

Emergent issues from thematic analysis of interviews- (students) Inclusive assessment- formative assessment. Why is my curriculum white? The critical mass and the student voice. Placement opportunities for BME students. Feeling of marginalisation and lack of confidence- induction & transition. Collaborative learning issues. Help seeking behaviours. Anonymous marking.

Priorities (achievable before September 2016) The student voice Inclusive assessment SLWG Why is my curriculum white? School Inclusivity Champions - establish role and activity parameters Maximising placement opportunities for BME students Establish unconscious bias training for staff

The future Clarify the role and activity of the Champions/mentors Publications, practice sharing and dissemination BME students success stories - especially the student experience, the curriculum, employment and placements Peer to peer support, buddying Working with the students to inform curricular change The Level 4 project(as part of the new Education strategy) Place of residence & help seeking behaviours Progression to post graduate study