Dom Jackson-Cole University of East London HERAG 14 June 2017 Widening Participation to Postgraduate study among Black and Minority Ethnic Students: Can we afford making the same mistakes? Dom Jackson-Cole University of East London HERAG 14 June 2017

Dom Jackson-Cole Work in HE since 2007 (Aimhigher, HEFCE, Birkbeck) EDI Senior Advisor – Kingston University UEL – PhD student

Session structure: Critique of WP Initial findings from the PhD project Discussion (experiences of WP in PG and ideas for improvements)

Abbreviations BME – Black and Minority Ethnic CRT – Critical Race Theory PG – postgraduate UG – undergraduate WP – widening participation

What is Widening Participation (WP) Increasing number and diversity of students Underrepresented vs non-traditional students Governments’ policy since 1997

Issues with definitions Raising attainment and aspirations Ability and benefit Economic and social justice motivations

Deficit discourse Interventions to change the student rather than the education system Students seen as needing support, extra considerations rather than inclusive teaching and cultures

Concentrates on undergraduate issues Majority of funding goes on bursaries to help with retention (despite research: OFFA 2016) Other efforts include access/ outreach work (add ons to school days rather than transformation of the system) Limited interest in WP in PG

Disjointed approach WP practitioners sit on the fringes of universities (outward looking: Burke 2012) They work with students up to their enrolment Vital knowledge is missed when student is passed on from hands to hands

Side-lining issues of ‘race’ Majority of WP literature concentrates on social class (Boliver, 2011; Callender and Jackson, 2008; Reay and Crozier, 2010; Stahl, 2012) Issues of ‘race’ and ethnicity are side-lined Class and ethnicity paradox Largely white WP practitioners without the understanding of ‘race’ issues Sense of panic around White working class boy’s entry rates Paradox - Discussions of working class – presumed White but discussions of BME – presumed working class Governmental WP policies address economic issues

Effectiveness of WP HESA https://www.hesa.ac.uk/data-and-analysis/performance-indicators/widening-participation-summary Low-participation neighbourhoods – 9.6% (2009/10) vs 11.3% (2015/16) disabled 1.5% (2000/01) vs 6.9% (2015/16) UCAS (2016) End of cycle report 2016: Entry rates for the most disadvantaged percentile – 7.8% (2006) vs 13.6% (2016) (74% increase but only +5.8ppts) Entry rates for the most advantaged percentile – 47% (2006) vs 52.1%(2016) (+5.1 ppts) ECU (2015) Equality in HE statistical report Part 2 students BME 15% (2003/4) vs 20% (2013/14) BME 16.4% PGR vs 21.3 % UG (2013/14) HEFCE (2015) Difference in degree outcomes 16% ethnicity attainment/awarding gap

Research To address paucity in literature in WP in PG To re-centre ‘race’ in WP literature Using success model Intersectionality: Bourdieu + CRT Positionality

Research University of Confidence Interviews Follow up interviews Institution Type of engagement (interviews and/or survey) Number of interview respondents (staff) Number of interview respondents (STEM BME PG students) Number of survey respondents (PG students) University of Confidence Interviews Follow up interviews Marketing material 6   9 + 7 follow up NA University of Merit Survey Marketing materials 4 + 1 follow up 69 University of Labour 3 51 University of Books 1 + 1 follow up University of Benefit University of Education 39 University of Knowledge 79 University of Warrant Total 18 15 + 10 follow up 244

Initial findings Conditions: Implicit racism on the part of staff Poor IAG Success factors: Belief in academic skills (role of parents and ‘real’ models) Sponsors Research experience Medicine ‘overspill’ Belief in meritocracy

Recommendations Improved IAG at every level (primary – PG) Develop of comprehensive WP in PG strategy (beyond financial means) Explicitly foster BME talent despite implicit biases Provide opportunities to engage in UG research Complete overhaul of WP policy Embedded Curriculum and pedagogy Revolutionise the schooling system

Group discussion What is the situation/ what are the experiences of BME students in PG at your institution What WP policies are there in place for them? What can be done to improve progression, experiences and completion of BME students in PG?