Addressing Ethnic Inequalities in HE

Summary

All items listed in the REAL resource bank were suggested by research participants of the ‘Exploring Race and Ethnicity on Social Science Degree Programmes’ project, or colleagues at University of Brighton, as resources they had found useful in their own teaching. They are not intended as definitive recommendations from the project team, and readers should make their own judgements as to which items would be most useful and appropriate for their needs. Similarly, the short summaries of each listed item are meant as approximate indicators rather than comprehensive synopses and should act primarily as a starting point for further exploration.

Abu Moghli, M. & Kadiwal, L. (2021) ‘Decolonising the curriculum beyond the surge: Conceptualisation, positionality and conduct’. London Review of Education, 19(1). https://doi.org/10.14324/LRE.19.1.23 

Mai Abu Moghli and Laila Kadiwal critique contemporary decolonisation efforts in UK higher education, warning against superficial, depoliticised initiatives. They argue that meaningful decolonisation requires addressing structural inequalities, challenging power hierarchies, and embedding political and socio-economic intersectionality. Effective change demands commitment from decision-makers and a reorientation of knowledge production practices across the academy.

Advance HE (2023) Equality + Higher Education: Students Statistical Report 2023. November.

This report provides a comprehensive national overview of student equality data, highlighting patterns across ethnicity, disability, age, sex, religion and intersecting identities. It supports UK universities in understanding structural disparities, tracking progress and benchmarking locally. The analysis also includes emerging data on trans status, sexual orientation and social background.

Advance HE (2024) Equality in Higher Education: Staff Statistical Report 2024. Advance HE.

This national report analyses workforce equality in UK higher education, detailing representation by age, disability, ethnicity, and sex, and exploring intersectional patterns across roles and seniority. It offers benchmarking data and highlights ongoing disparities, supporting institutions to track progress, identify structural barriers, and strengthen efforts to create a more inclusive academic workforce.

Arday, J. & Mirza, H.S. (ed.) (2018) Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. Palgrave Macmillan. ISBN: 9783319602608

The chapters in this volume examine structural racism in British universities, highlighting how whiteness, institutional practices, and ‘post-race’ narratives disadvantage Black and ethnicised students and academics. The book explores intersectional inequalities, curriculum whiteness, and institutional barriers, arguing that meaningful decolonisation requires dismantling the entrenched architecture of privilege and exclusion.

Bhambra, G.K., Gebrial, D. & Nişancıoğlu, K. (eds) (2018) Decolonising the University. Pluto Press. ISBN: 9780745338200

Gurminder Bhambra, Dalia Gebrial, and Kerem Nişancıoğlu bring together scholars and activists to expose how universities sustain colonial hierarchies through knowledge and structure. Arising partly from the #RhodesMustFall movement, this collection advances decolonial approaches that challenge Eurocentrism, reimagine curricula, and demand inclusive, socially just education for both academic and public transformation.

Bhopal, K. & Pitkin, C. (2020) ‘“Same old story, just a different policy”: race and policy making in higher education in the UK’. Race Ethnicity and Education, 23(4): 530-547. https://doi.org/10.1080/13613324.2020.1718082

Kalwant Bhopal and Clare Pitkin examine how race continues to shape experiences of BME students and staff in UK higher education. Drawing on Critical Race Theory and interviews, they argue that policies like the Race Equality Charter often reinforce white normative practices, benefiting institutions while perpetuating systemic inequalities and maintaining existing structures of privilege.

Cabrera, N. L. (2019) White Guys on Campus: Racism, White Immunity, and the Myth of “Post-Racial” Higher Education. Rutgers University Press. ISBN: 9780813599069

Nolan Cabrera examines systemic racism in higher education, focusing on White male undergraduates and the persistence of racial inequalities. He reveals how institutional structures, policies, and ideologies reinforce Whiteness, while exploring ways for students and universities to engage in anti-racist practices and promote meaningful social transformation.

 Campion, K. & Clark, K. (2021) ‘Revitalising race equality policy? Assessing the impact of the race equality charter mark for British universities’. Race Ethnicity and Education, 25(1): 18–37. https://doi.org/10.1080/13613324.2021.1924133

The Race Equality Charter (REC) was introduced to promote race equality in UK universities, yet Karis Campion and Ken Clark find it primarily reinforces existing initiatives rather than driving transformative change. Despite intentions to address attainment gaps and enhance BME staff and student experiences, the REC’s impact remains limited, revealing the challenges of embedding systemic institutional reform.

 Chantiluke, R., Kwoba, B. & Nkopo, A. (eds) (2018) Rhodes Must Fall: The Struggle to Decolonise the Racist Heart of Empire (Rhodes Must Fall Oxford). Zed Books. ISBN: 9781786993908

This edited collection includes reflections from activists and scholars involved in the Rhodes Must Fall movement at Oxford. The contributions expose how colonial symbols and structures persist within higher education, advancing decolonial activism that links student resistance, historical critique, and intersectional solidarity to ongoing struggles for racial justice and institutional transformation.

Dale-Rivas, H. (ed.) (2019) The White Elephant in the Room: Ideas for Reducing Racial Inequalities in Higher Education. Higher Education Policy Institute (HEPI). ISBN: 9781908240545

Hugo Dale-Rivas presents a collection addressing persistent racial inequalities in UK higher education. Contributors, including Kalwant Bhopal and Shân Wareing, highlight barriers such as institutional racism, under-resourced diversity initiatives, and microaggressions. The book emphasizes meaningful action, including embedding race equity in curricula, recognizing BME staff labour, and fostering senior leadership commitment.

Equality and Human Rights Commission (2019) Racial Harassment in British Universities: Qualitative Research Findings. October.

This report examines racial harassment in British universities through qualitative interviews with equality and diversity staff. Findings highlight under-reporting, inconsistent complaints handling, limited staff training, and difficulties addressing student-related incidents. Institutions have introduced anonymous reporting, support mechanisms, and awareness campaigns, yet challenges remain in monitoring, escalation, and ensuring effective responses.

Gabi, J. (2025) ‘The awarding gap is not a neutral metric’, LSE Higher Education Blog, September 23.

Josephine Gabi argues that the degree awarding gap in UK higher education reflects structural racial inequities rather than student shortcomings. She advocates shifting from “gap-thinking” to “debt-thinking,” urging universities to address historical and systemic injustices, transform pedagogical practices, and take collective responsibility for reparative action to achieve educational equity.

Gunaratnam, Y. (2014) ‘Combating racism at an English university: I, Too, Am Oxford’. Open Democracy, March 20.

In her reflection on student-led anti-racism movements, Yasmin Gunaratnam examines the “I, Too, Am Oxford” campaign as a vital challenge to everyday racism and institutional denial within elite universities. She highlights how students’ voices expose exclusion, misrepresentation, and ignorance—urging higher education to confront racism beyond access and truly transform the student experience.

Hensby, A. & Adewumi, B. (eds) (2024) Race, Capital, and Equity in Higher Education. Palgrave Macmillan. ISBN: 9783031516160

This collection analyses the structural and cultural factors behind attainment gaps between white and BAME students in UK universities. It critiques deficit-based approaches and highlights how institutional hierarchies and unequal access to academic capital marginalise BAME students, while offering strategies to promote equity and inclusion.

Housee, S. (2018) Speaking Out Against Racism in the University Space. UCL Institute of Education Press. ISBN: 9781858568690

Shirin Housee (2018) examines racism in UK universities through student experiences and a Critical Race Theory lens. The book highlights institutional discrimination, biased attitudes, and structural inequities, while advocating for universities to decolonise curricula, review recruitment and teaching practices, and create spaces for minoritised students to speak freely, fostering inclusivity and social justice.

Muldoon, J. (2019) ‘Academics: It’s time to get behind decolonising the curriculum’. The Guardian, March 20.

James Muldoon argues that decolonising the curriculum means confronting structural inequalities, reassessing who teaches and what is taught, and broadening perspectives beyond dominant white, male voices. He highlights resistance from some academics, persistent racial disparities in hiring and curricula, and students’ demands for meaningful inclusion rather than tokenism across university spaces.

 Peters, M.A. (2015) ‘Why is my curriculum white?’, Educational Philosophy and Theory, 47(7): pp. 641–646. https://doi.org/10.1080/00131857.2015.1037227

The editorial critiques whiteness in curricula, especially philosophy, showing how colonialism and racialized ideologies marginalize Black and minoritized voices. Anti-racist education challenges systemic racism, contrasting superficial multiculturalism. Recognizing whiteness as ideology, not just demographics, is essential, and meaningful transformation of Western institutions requires critical engagement with race, history, and power.

Shakir, S. (2025) ‘No end and no beginning: race equity in higher education’. Equality, Diversity and Inclusion: An International Journal, 44(1): 9-25. https://doi.org/10.1108/EDI-05-2023-0171

In this article, Syra Shakir explores the enduring struggle for race equity in higher education. Drawing on poetry, theory, and research, she highlights peer storytelling, anti-racist consciousness, and staff–student co-creation as vital strategies for building belonging, compassion, and social justice within universities and beyond.

Shilliam, R. (2018) ‘Racism, public culture, and the hidden curriculum’. In: Bhambra, G.K., Gebrial, D. & Nişancıoğlu, K. (eds) Decolonising the University, Pluto, pp.53-63.

Robbie Shilliam examines the racialised dynamics of British Higher Education, highlighting how the academy has historically marginalized Black and postcolonial intellectuals. Using Stuart Hall and other Black scholars as examples, he argues that critiques of “identity politics” often mask resistance to racial and decolonial interventions, while structural inequalities continue to shape access, attainment, and recognition in universities.

 Sian, K.P. (2019) Navigating Institutional Racism in British Universities. Palgrave Macmillan. ISBN: 9783030142865

Katy Sian examines the experiences of racism faced by BME academics in British universities, drawing on critical race and postcolonial feminist theory and her own critical auto-ethnography. The book highlights barriers, gendered dynamics, and racial politics in academia, offering nuanced insights and practical recommendations to support and increase the inclusion of academics of colour.

Smith, H. & Lander, V. (2023) ‘“Finding pockets of possibility” for anti-racism in a curriculum for student teachers: From absence to action’. The Curriculum Journal, 34(1): 22-42. https://doi.org/10.1002/curj.177

Heather Smith and Vini Lander explore anti-racism in initial teacher education, identifying “pockets of possibility” within a largely de-racialised curriculum. Drawing on a global literature review and surveys of Initial Teacher Education/Training providers, they highlight obstacles, effective practices, and the need for an embedded anti-racism framework that challenges whiteness and systemic erasure in teacher training.

Tehrani, N. (2015) ‘Why is my curriculum white?’. The Occupied Times, August 27.

Nadifa Tehrani interrogates how whiteness dominates academic and cultural knowledge, tracing its roots to higher education’s complicity in eugenics and the ongoing myth of white intellectual objectivity. Drawing on thinkers like Audre Lorde, Patricia Hill Collins, and Nathaniel Coleman, she calls for a decolonised curriculum that values marginalised voices as epistemic equals.

Universities UK and National Union of Students (2019): Black, Asian and Minority Ethnic Student Attainment at UK Universities: #closingthegap. Universities UK, May.

This report highlights persistent BAME attainment gaps in UK universities, with a 13% difference in the likelihood of obtaining first- or upper-second-class degrees compared to white students. It emphasises the need for strong institutional leadership, fostering open conversations about race, creating inclusive learning environments, using data to monitor progress, and sharing evidence of effective interventions to drive meaningful, sector-wide change.

www.universitiesuk.ac.uk/topics/equality-diversity-and-inclusion

This web‑page outlines the commitment of the organisation Universities UK to ensuring UK university education is accessible and inclusive for all. It highlights ongoing barriers faced by disadvantaged groups, offers policy updates, data, case studies and guidance to help member institutions create fairer environments and improve student and staff outcomes.

 Verma, A. (ed.) (2022) Anti-Racism in Higher Education: An Action Guide for Change. Policy Press. ISBN: 9781447364726

The book provides a practical guide for higher education institutions to address racism and promote equity. Drawing on staff and student experiences, it offers evidence-informed strategies, programmes, and interventions for dismantling structural racism, fostering inclusion, and enabling Black, Asian, and minority ethnic students and staff to thrive.

Williams, P., Bath, S., Arday, J. & Lewi, C. (2019) The Broken Pipeline: Barriers to Black PhD Students Accessing Research Council Funding. Leading Routes, September.  

This report highlights how structural racism restricts Black students’ access to funded PhD opportunities. Revealing that only 1.2% of UKRI studentships went to Black applicants, it links undergraduate awarding gaps to postgraduate exclusion and spurs reforms, including ring-fenced funding and national measures to address inequitable recruitment practices.

Winter, J., Webb, O. & Turner, R. (2024) ‘Decolonising the curriculum: A survey of current practice in a modern UK university’. Innovations in Education and Teaching International, 61(1): 181-192. https://doi.org/10.1080/14703297.2022.2121305

Jennie Winter, Oliver Webb, and Rebecca Turner examine decolonisation in a UK university curriculum, surveying staff and students to assess perceptions and implementation. Their findings reveal differences between staff and students, and among white and minority ethnic groups, highlighting challenges and opportunities for embedding decolonial and social justice principles in higher education curricula.