ABSTRACT

In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students’ sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.

摘要

在英国高等教育中，少数民族学生获得良好学位的可能性低于英国白人，即使考虑到先前的成就。直到最近，对这种种族学位授予差距的担忧还没有得到应有的研究关注。在本文中，我们致力于弥补这一知识差距，重点关注学生如何理解不同种族学位成果的差异。通过对英国大学少数族裔和多数族裔学生的 69 次深入采访，我们探讨了他们对种族学位授予差距的看法、存在的原因以及减少这种差异的解决方案。尽管一些学生认为奖励差距是个人能力的反映，但其他学生将学位结果差异归因于社会障碍。我们根据学生对政策和实践的建议提出了五项建议。首先，为少数民族学生提供更大的经济支持，这将改善入学机会和更多样化的学生群体。其次，建立机构承诺，挑战和消除校园内所有形式的种族主义，包括微侵略。第三，增加少数民族教职工和学生在高等教育中的代表性，提高学生的归属感和抱负，强调提高教职工的多样性。第四，多元化课程，将更广泛的价值观和观点纳入教学。最后，大学需要积极主动和反思，以确保通过额外的支持或替代条款减少或消除结构性障碍。