Targeting students from under-represented ethnic backgrounds – challenges to, and from, the sector

Rationale for research/issue Offa: need to challenge and support the sector to do more to address the differences in participation, outcomes and progression that persist between students from different ethnic backgrounds that can be masked by the overarching label of “Black and minority ethnic (BME)”. Need to look at disaggregated ethnicity e.g. (all ECU, 2018) Access ('Black' = 7.9% of total UGs; African = 5.7%; Caribbean = 1.8%; but still masks sub-groups e.g. Somali, Yemeni) Degree attainment ('Asian' 1st/2:1 = 66%; Indian = 70.7%; Pakistani 61.8%; but masks intersectionality) Progression: research PG: BME = 16.9%; 'Asian' = 3.6%, 'Black' = 6.5%; no further disaggregation)

Context: targeting Definition: actions or interventions specifically aimed at improving the engagement and/or the outcomes of identified ethnic groups. a financial bursary or a place at a Summer School only available to a specific ethnic group. a review of curriculum to specifically include Black-Caribbean authors, the teaching of which is of benefit to both under-represented and over-represented groups.

The Offa-funded research Review current practice ; examples of effective practice Produce practical guidance for the sector which will: identify the key challenges institutions face in targeting their access, student success and progression activities at students of different ethnicities develop possible solutions to these challenges demonstrate the benefits to students and institutions in effective targeting of access, student success and progression activities.

Data collection 41 institutional respondents (caveats...) 76 stakeholder respondents Plus 2016/17 Offa call for evidence on work focussed on ethnic minority groups 2018-2019 Access Agreements which reference targeted interventions Case studies

Findings Institutions are more likely to engage in targeting around access activities than in interventions around retention or attainment gaps. Progression interventions are the least likely to be targeted. Institutions tend to target multiple ethnic groups, with only a minority of institutions targeting discrete ethnic groups There is variation in how institutions understand, define and do targeting There is the view that institutions should not be targeting

Why institutions not targeting? Inequalities are not enough of an institutional or departmental priority Difficulty of addressing inequalities Tendency to see students' lack of success as their responsibility Lack of staff awareness Lack of staff training/support Lack of ownership of the issues. Data Geographic location Lack of BAME staff Lack of departmental or unit collaboration

‘Support' for academic development is defined by professional services who deliver this 'service' and address deficit with generic support at a distance from the subject, rather than by academics who tend to focus on more proactive developmental advice naturally focused on the discipline. The biggest obstacle is addressing the lack of departmental collaboration and opening up a space where academics and students can work together across the university and share ideas Islamophobia and the general avoidance of discussing why BME students underperform amongst predominantly white staff teams and senior management [Geographical location] makes it more difficult for us to recruit an ethnically diverse student population both in terms of logistics (long-term outreach at a distance is challenging) and student motivation to study here (lack of knowledge, family support, and feeling out of place)

Stakeholder perception Racism and discrimination Leadership Lack of understanding of targeting Data/information Policies Student demographics Interventions Institutional climate: pedagogy Institutional climate: other practice

There can be a lack of belief that it is truly race that is the differential factor to success. It is tended to be shifted onto other characteristics, such as class or entry qualifications. There can also be a lack of data or confusion about data. I think there is also the issue that people are very defensive when talking about race and believe that we live in a post-racial society. There isn't enough senior or local/departmental acknowledgement of these issues. There is limited awareness of the challenges because so much of this is unspoken or deficit model-based. Addressing unconscious bias is the starting point for a longer-term cultural shift in staff attitudes, practices and policies - for BAME generally, let alone finer grained targeting. More conversations and safe spaces are needed for students and staff to engage with and articulate these unspoken aspects of HE life I believe more BME academics would make a difference to BME student attainment - firstly they would not carry the unconscious bias of their white counterparts, secondly they may better understand the obstacles facing their BME students and thirdly would provide a powerful role model. Institutional respondent

Solutions & recommendations Solutions: from the data Representation Mentoring and support Curricular and pedagogic reforms, including ‘decolonising’ the curriculum Institution wide or extensive cultural change programme Importance of varied approaches, not a ‘one-size fits all approach’ Tackling wider inequalities Our key recommendations Positive Action approaches Participatory Action Research interventions (Community Cultural Wealth approach) OfS regulation

Positive action (ECU) Refers to steps HEIs/FECs can take to encourage people from different groups in order to overcome historic disadvantage, or low participation education, training and welfare. These voluntary positive action measures must aim to: alleviate disadvantage experienced by people who share a protected characteristics; or reduce underrepresentation in relation to particular activities; or or  meet particular needs. Such measures must be proportionate to achieving the aim. Examples of positive action measures might include: taking steps to remove barriers in student outreach or admissions for groups of students underrepresented in particular subjects providing alternative processes to meet different needs in accessing  services ECU (2018) https://www.ecu.ac.uk/guidance-resources/equality-legislation/positive-action/

Participatory Action Research Collaborative research, education and action used to gather information to use for social change Involves people who are concerned affected by an issue taking a leading role in producing and using knowledge about it Driven by participants Democratic beliefs about knowledge Collaborative at every stage Results in action Benefits come to the people directly affected Cycle: Planning, Action, Reflection, Evaluation

Regulatory recommendations In involving students in the way that it regulates the OfS should ensure that this includes students from a diverse range of minority ethnic groups The differential outcomes for disaggregated minority ethnic groups should form part of the information for students that the OfS will disseminate In operating the Teaching Excellence and Student Outcomes Framework (TEF) to incentivise the improvement of the quality of teaching, information to students about where excellent teaching and outcomes may be found should include reference to differential outcomes for students form minority ethnic groups In championing issues and sharing evidence and examples of effective and innovative practice for students the OfS should speak out on behalf of students from diverse minority ethnic groups. In using a range of indicators, qualitative intelligence and horizon scanning to understand and evaluate the health of the sector the OfS should include the needs and outcomes of minority ethnic groups.

Regulatory recommendations In using its teaching grant funding strategically the OfS should consider the access and successful participation of students from under-represented and disadvantaged minority ethnic backgrounds. In developing its data strategy the OfS should ensure that data is collated, monitored and reported on using disaggregated minority ethnic groups In addition we propose that the OfS should: Fund long-term, sector-wide Positive Action interventions for under-represented or under-attaining ethnic groups Continue to support research in to the causes of inequalities as well as 'what works' at a localised and disaggregated level and to disseminate work in this area

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