Learning and Teaching Innovation Centre

BAME Student Success Project

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The proportion of Black, Asian and Minority Ethnic (BAME) students studying within HE has increased (14.9% in 2003/04 to 22.7% in 2016/17). However, the proportion of BAME students who achieve a good degree (i.e. first class honours or upper second class honours) is lower (66.0%) than the proportion of white students attaining good degrees (79.6%). An attainment gap of 13.6% (ECU, 2018).

Broecke and Nicholls’ (2007) watershed report demonstrated that even after controlling for the main factors one might expect to impact attainment, such as prior entry qualifications, type of prior institution, parental attributes and language, there remains a statistically significant gap in attainment between white and BAME students. The degree differential is evident across the sector.

Within our University, the performance of BAME students reflects the national trend and we are determined to reduce this gap. The difference in degree attainment has been evident over a number of years and has been reported by the Student Performance and Monitoring Group (SPMG).

The Student Educational Experience Committee is ensuring the implementation of an action plan to reduce the attainment gap but everyone has a role to play in reducing the gap. The following resources will hopefully provide insight into the issues and some ideas and tips on how to enhance your own practice.


Presentation about National and UH BAME student attainment (4328.8kb)
I have put together this presentation to provide information for staff about the BAME attainment gap. The presentation includes National and UH data as well as information on the University's project to reduce the attainment gap.

3 steps to improve your practice (176.8kb)
Here are three steps you can take to reduce attainment gaps

Compassion focused pedagogy - facilitating inclusive group work
This document provides a brief introduction to compassion focused pedagogy as an approach to facilitating and assessing inclusive group work. The Gilbert's innovative work which was recognised by the Times Higher Award (2018) has been shown to reduce attainment gaps between white and BAME students

OfS Value Added project and Leadership Foundation funding
The University successfully bid for OfS funding as part of a collaborative project to use a value-added metric and an inclusive curriculum framework to address the black and minority ethnic attainment gap. The project involves seven Institutions and will focus on the use of the Value Added (VA) metric and an inclusive curriculum framework (and our own inclusive teaching toolkit) to stimulate change at programme/discipline level within the University. Kingston University are the lead institution.

Alongside the HEFCE bid, we were successful in a bid to the Leadership Foundation to support programme leaders in their implementation of inclusive teaching practices identified as part of the HEFCE project. Details of both projects are available below

Inclusive Curriculum Checklist (297.3kb)
Please use this checklist to review your module Canvas sites to ensure inclusive and accessible materials and that you are structuring your online materials effectively to guide learning

Diversifying and decolonising the curriculum UH resources (150.2kb)
As part of an LTIC award project Dr Chris Lloyd with his colleague Dr Adam Crymble and Masters student Emma Azid – have been exploring what it means to diversify and decolonise the curriculum. This effort has particular focus on the Humanities (and Literary Studies) in particular, but the following resources will hopefully be useful for everyone in different teaching settings. They deal with frequently asked questions and organise useful resources by the time needed to consult them, and by media type.

* Decolonising the Curriculum resources

Leadership Foundation project report (315.7kb)
This is the report for the Leadership Foundation funded project entitled ‘Academic leadership at the programme level to address the BME attainment gap’. The report provides details of our discussion with programme leaders and led to the development of the 11 case studies of good practice.

Case Studies -Inclusive Practice within Programmes (756.1kb)
These 11 case studies have been developed as part of the Leadership Foundation Bid. Following attendance at an inclusive practice workshop programme leaders were interviewed to identify actions to enhance inclusivity within their programme with the aim of reducing the BME attainment gap. the case studies are drawn from different Schools within the University and also include undergraduate and postgraduate programmes

Ten Top Tips for supporting BME student success (256.0kb)
We have drawn up a list of top ten tips to support BME student success. These largely relate to learning, teaching and assessment activities but tips associated with inclusive verbal and body language plus acting to stop dicriminatory language or behaviour obviously applies both within and beyond the classroom

SEEC working group (1323.9kb)
Here is the 2017-18 annual report from the SEEC BAME Student Success Working group

Useful Resources (13985.9kb)
The following resources may be of interest.

* Implicit Association Tests

* News article about difficulties in employment

* Why isn't my professor black? UCL panel discussion - YouTube