1. Tackling the black attainment gap in your union
Sarah Kerton, Policy Consultant (Education)

2. Times They Are A-Changin’!
We’re going through a big period of change within UK Higher Education; namely:
Quality Assessment Review
Proposed Teaching Excellence Framework
Green Paper released in November 2015
Comprehensive Spending Review this week
Potential for a White Paper on Higher Education this Parliament very high

3. What does this mean for SUs and students?
It means a lot of challenge, but it also offers us potential.
The purpose of this workshop is to help you identify changes that you can carry out, or begin work on, in your union and institution straight away – to tackle this injustice.
While looking at these issues, its useful to think about how we can implement changes through the green paper process.

4. Objectives: By the end of today, we will have:
Look at some of the evidence produced on the black attainment gap; where it comes from, what the biggest barriers are
Look at what you can carry out in your union

5. Race for Equality (NUS Research)
The narrative of not “fitting in” is strong amongst UK black students. This is attributed to a range of factors including:
the low numbers of BME staff
the perception that they are expected to leave their identity at the classroom door
that their lecturers are “blind” to colour
that the curriculum does not reflect diverse interests
misaligned mutual expectations between staff and students particularly prevalent for students from under-represented groups in HE.

6. Race for Equality
Issues to do with assessment and feedback are particularly keenly felt by BME students – primarily around transparency of expectations and perceived fairness in marking. .

7. 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

8. It’s really not about statistics…
Statistics can be useful – they illustrate a picture, but they are also easily skewed or used to prove whatever you wish.
It’s about cultures and the dominance of certain types of thinking.
The UK education system is based on a centuries old model of learning:
Objective fact versus diverse opinions (standpoint theory)
“Experts”; who reinforce the “objective fact”
So what can we do about it?
There is much debate to be had within the sector about how we might measure and understand teaching excellence

9. Let’s identify the barriers
We will break into 4 groups, working on the following headers:
“Not fitting in”
Lack of black staff in institutions
Curriculum is not representing diversity
Assessment and feedback
Identify FIVE tangible ways these impacts are felt by students. For example: Curriculum – “All of the texts on my course are written by white people, except for the week on black perspectives”.
There is much debate to be had within the sector about how we might measure and understand teaching excellence

10. 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!
There is much debate to be had within the sector about how we might measure and understand teaching excellence

11. Break down your solutions
Pin up the flipcharts and look as a group at them all.
Each group should pick ONE solution out of all of the ones available (there should be at least 20).
Break down the steps you would take when you return to your union. Think about:
Who would this be aimed at (students, the union itself, your institution)
Who the key decision maker is here (VC, Head of Learning, SU President etc)
What success would look like
There is much debate to be had within the sector about how we might measure and understand teaching excellence

12. Any questions?

13. Thank You
For more information,