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Ethnicity and differential degree attainment

This report examines the differential degree attainment of Black and minority ethnic (BME) students within UK universities, highlighting key findings from 2007/8 data and ongoing research as conducted by Broecke and Nicholls (2007). The study reveals the persistent negative impact of minority ethnic background on degree outcomes, even when controlling for various socio-economic and educational factors. It discusses the need for inclusive teaching practices, the importance of addressing cultural backgrounds in the curriculum, and the promotion of an equitable learning environment to improve outcomes for BME students.

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Ethnicity and differential degree attainment

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  1. Ethnicity and differential degree attainment

  2. HEA/ECU BME summit - participant universities’ 2007/8 data (Berry and Loke 2011) Aston; Bedfordshire; Bradford; Coventry; Greenwich; Hertfordshire; Leeds Metropolitan; London Metropolitan; Northampton; OU; Portsmouth; Roehampton ; Teeside; University of the Arts

  3. Research undertaken for the then DfES on Ethnicity and Degree Attainment in 2007 by Broecke and Nicholls... found that even controlling for a wide range of factors thought likely to contribute, coming from a minority ethnic community had a statistically significant and negative effect on degree attainment. • Findings from the 2008 ECU/HEA project ...highlighted once again the somewhat confusing and complex picture regarding degree attainment, ethnicity and the mitigating effects of socio-economic, educational and institutional factors for individual attainment. Improving the degree attainment of Black and minority ethnic students (Berry and Loke 2011)

  4. UH: Percentage of ‘Good degrees’ by Ethnicity 2009/10

  5. Developing an Inclusive Culture project

  6. Teaching practice: • Teaching environment - free from prejudice, discrimination and harassment? • Teaching style – does it take account of students’ backgrounds, language needs and varied learning styles? • Eurocentric curriculum? examples from different cultural backgrounds • Encouragement of students to be globally and culturally aware • Is race equality built into our teaching?

  7. Derek Bok Center for Teaching and Learning, Harvard University   TEACHING IN RACIALLY DIVERSE COLLEGE CLASSROOMS

  8. Case Studies

  9. UHSU Societies • 48 societies listed on the UHSU website • 9 associated with ethnicity/cultural background (e.g. Afro-Caribbean, Nigerian, Tamil, Greek, Kurdish) • 11 associated with religious belief

  10. Individual change: Shifting purpose for engaging staff in equality May and Bridger (2010) p. 86

  11. References: • May, H and Bridger, K (2010) Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy. • May (2010) Towards an Inclusive Culture: Engaging Students in Institutional Enhancement. Presentation accessed via www.heacademy.ac.uk Dec 2010 • Summit Programme to promote student success: ‘Improving the degree attainment of Black and Minority Ethnic Students’.  Accessed via http://www.heacademy.ac.uk/resources/detail/ourwork/inclusion/Coventryethnicitysummit Dec 2010 • Teaching in Racially Diverse College Classrooms. Accessed via http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html Dec 2010 • Thornton (2009) BME workshop. University of Hertfordshire.

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