1. The Black Attainment Gap

2. Identify the issues that Black students face in education
Learning outcomes:
Identify the issues that Black students face in education
Explore recommendations to address these issues
Consider what you could do within your institutions
Before we move on from this slide, can I get a show of hands to let me know how many of you know what the Black attainment gap is?

3. NUS research: Race for Equality
Teaching and learning
Almost half of Black students felt that the curriculum on their course did not reflect issues of diversity, equality and discrimination
34% felt unable to bring their perspective as a Black student to lectures and tutor meetings
A large number of respondents described their concerns over marking procedures
Teaching and learning
Almost half of Black students felt that the curriculum on their course did not reflect issues of diversity, equality and discrimination. A further 34 per cent felt unable to bring their perspective as a Black student to lectures and tutor meetings.
“Often, programmes are heavily focused on what is considered ’mainstream‘ and may not adequately cater to students of diverse backgrounds.”
A large number of respondents described their concerns over marking procedures, which were not always anonymous. Many also highlighted the importance of staff diversity. One student described how:

4. NUS research: Race for Equality
Teaching and learning
“I don’t want to assume it’s because I am a 6 foot tall, working class male, with a working class accent but his equation of me and my grade as being good enough for me despite my previous essay being graded by another lecturer awarding me a first was disheartening to say the least.”
Black British respondent, HE
Teaching and learning
Almost half of Black students felt that the curriculum on their course did not reflect issues of diversity, equality and discrimination. A further 34 per cent felt unable to bring their perspective as a Black student to lectures and tutor meetings.
“Often, programmes are heavily focused on what is considered ’mainstream‘ and may not adequately cater to students of diverse backgrounds.”
A large number of respondents described their concerns over marking procedures, which were not always anonymous. Many also highlighted the importance of staff diversity. One student described how:

5. Teaching and learning
Need for more Black teachers and lecturers: “In my last term, a Black lady came into science. And it was weird to me because I had never seen a Black teacher in my life before, which is not good! But because I saw that woman in that role, I felt really empowered, I thought, a Black woman in that role? I felt proud. And I thought, ‘If she can do anything, I can do anything’ Black Caribbean focus group participant, HE
Respondents highlighted the need for an increase in Black lecturers in the educational system, expressing how Black representation within staff would not only allow for a more diverse teaching perspective, but also would provide them with role models whom they could be inspired by

6. UCU research
Black academic staff make up 13% of non-professorial academic posts, yet only 7.3% of professorial roles
On average, Black professors earn 9.4% (£7147) less than their white counterparts
It will take 15.8 years for Black staff to be represented amongst the professoriate in the same proportion as they are currently represented at non-professorial academic grades
It is symptomatic of a wider problem in the academy
Stats from show us that:
194,240 academics of all ethnicities BUT only 2,885 academics of African or Caribbean descent
19,780 professors of all ethnicities BUT only 100 professors of African or Caribbean descent (with only 20 of them being women)
The ivory tower is undoubtedly “pale, male and stale” – as many have dubbed it – and the evidence points towards this contributing somewhat towards the Black attainment gap.

7. Teaching and learning
Academic Support: Almost one in four did not feel adequately supported
Teaching & Learning Environment: Students linked a supportive environment to their learning experience, self-esteem and achievements.
“It makes me more focused, because I know that my teachers are there to help me, and not to single me out in any way. It helps me perform better, because I am comfortable in my environment and I feel that I am able to perform better whilst knowing that there are supportive teachers and students.” – Black Survey respondent, HE
3) teachers did not provide the same level of attention or encouragement they would to non-Black students and that they were ‘condemned to fail’.
5) Importance of a healthy teaching and learning environment: Black students detailed their feelings, often speaking of alienation and exclusion

8. The institutional environment
Nearly one in six (16%) had experienced racism in their current educational institution.
“I have experienced racism from teaching staff in my FE institution. Especially from the same person.” — Black Caribbean respondent, FE
“Flatmates isolated me and destroyed my multicultural poster and they left a picture of the word ‘racism’ and a picture of Hitler.” — Black British respondent, HE
Impact: students’ attainment, overall satisfaction of their course, drop in self-esteem & desire to continue their education.
reporting that they felt marginalised and socially excluded.

9. The institutional environment
Social exclusion:
“Sometimes I feel that people do not like me, due to my religion or skin colour, and I may sometimes prefer to work at home.” — Pakistani respondent, HE
Equalities Policies: 57% were not aware of any equalities policies at their institution
Students’ Unions have an important role to play:
“The students’ union plays a pivotal role. The existing Black Student Union Representation provides a HE social network for BME students and access to guidance and support.” — Black Caribbean respondent, HE
1) Social exclusion. A significant minority of survey and focus group respondents highlighted issues around social inclusion in their qualitative responses. Respondents commented that for many Black students, attending a college and especially a university can be an isolating experience, as they are entering unfamiliar environments, many of which do not appear to cater for Black students. Respondents also discussed the impact of attending institutions where Black students were in the minority, and how this contributed to feelings of being displaced.
3)The role of SUs and Black representation were identified by respondents as crucial elements in ensuring that Black students were satisfied with their further and higher education experience. For some respondents, it was important that students’ unions do more to cater for the specific needs and interests of Black students.

10. Let’s identify the barriers
We will break into 2 groups, working on the following headers:
Teaching and learning
Institutional barriers
Identify FIVE tangible ways these impacts are felt by students. For example: Teaching and learning – “All of the curriculum texts on my course are written by white people, except for the week on black perspectives”.

11. What about the solutions?
Swap papers with the group to your left.
Now, take the post-it notes and identify at least ONE thing your students’ union can do in order to tackle each barrier raised.
For example: “All of the texts on my course are written by white people, except for the week on black perspectives”. “Support course reps to audit course materials, working with academics to create a benchmarking tool for module diversity” Try and be specific and realistic with your ideas!

12. Moving forward: recommendations
Raise awareness:
publish NSS results
run a workshop
distribute the report to key people within your institution
Challenge racism and discrimination:
zero tolerance policy
find out what training institution staff receive
present a report to your institution
ask your institution to communicate its commitment to tackling discrimination
Page 5 and 6 of the moving forward report

13. Moving forward: recommendations
Encourage student involvement:
run focus groups
invite Black students to be part of a working group
celebrate Black people
make sure the voice of Black students is lead by Black students
Raise the degree attainment agenda:
find out if your institution has results on ethnicity and degree attainment
ask what initiatives they are undertaking to decrease the gap
an institutional wide Equality Strategy
(e.g. ‘One Kingston’)
Page 7 and 8 of the moving forward report

14. Moving forward: recommendations
5. Liberate the curriculum:
NUS briefing – ‘Liberation, Equality and Diversity within the curriculum’
an event to debate and discuss the issue (e.g. London College of Fashion – ‘Race, Cultural Identity and Creative Excellence’)
6. Make sure teaching and learning is inclusive:
set up a teaching and learning committee/working group
anonymous marking
Page 9 – 11 of the moving forward report

15. Moving forward: recommendations
7. Improve diversity of staff and role models:
promote the importance of this within your institution
positive role models will make a big impact on Black student aspirations – local Black professionals
8. End social exclusion:
running a ‘diversity’ day
celebrate Black history month
speak to clubs and societies and provide them with equality and diversity training
Page 12 and 13 of the moving forward report

16. Moving forward: recommendations
9. Improve representation within the students’ union:
create a Black students officer position to represent the voice of Black students
encourage and support Black students to run for sabbatical officer positions
support and develop societies and clubs to engage Black students
provide opportunities for different cultures to mix within the union
Page 12 and 13 of the moving forward report

17. What action can you take?
In small groups, discuss and identity some key actions that you need to undertake within your own institution to address issues Black students face?
Would you consider taking forward any of the research recommendations? If so, which ones.
What is the one thing you are going to commit to undertaking when you return to your students’ union?
The lack of Black professors petition

18. Any questions?

19. Thank You For more information, e-mail: Malia.Bouattia@nus.org.uk