Include BA Me A Toolkit for improving the performance of Black, Asian, and Minority Ethnic Students in Higher Education. Reducing the Attainment Gap

Include BAMe

• A Toolkit for improving the performance of Black, Asian, and Minority Ethnic Students in Higher Education.

• Reducing the Attainment Gap

• Winston Morgan, PhD

• Principal Lecturer; School of Health Sport & Bioscience, UEL.

Why a toolkit is needed

• The attainment gap has been one of the “hot topics” in the HE sector for over 20 years.

• Numerous studies, reports and conferences.

• Many institutions have introduced measures to reduce the gap,

BUT!

• Over the last 10 years the gap has remained at about 18% in the sector (ECU 2014).

• Two key questions that still remain.

• What causes the attainment gap?

• What are the main obstacles to reducing the gap?

Include BAMe

• Provides a clear understanding of the main factors which cause and sustain the attainment gap

• The result of 15 years of:• Research• Reading and writing reports• Attending conferences/presentations • Teaching in the sector

• The Toolkit identifies over 40 factors which cause or sustain the

attainment gap.

• Most can placed in the 10 categories:

Student body

Very Diverse

• Ethnicity/Culture• Educational background

• Socioeconomic • Age

• Learning styles

University staffNot Diverse


• Teaching styles

Distance

Identity

Gap

• BAME student outcomes • Progression slow

• Poor Completion rates• High levels of Academic Misconduct

• Wide BAME Attainment gap

• Low levels of Employability after Graduation

How the attainment gap is developed and sustained

Major factors which cause the gap

• Admissions profile of BAME students that does not fit the L&T policies and practice of the university or individual programmes. (post-92)

• Non-inclusive environment on campus. (All HE) • Non-inclusive curriculum and approach to L&T in the teaching

spaces. (All HE) • Staff profile and behaviour out of step with the institutions

values and vision around L&T and E&D. (All HE)

• Racial stereotyping/racism/institutional racism. (All HE)

Major factors which sustain the attainment gap

• Lack of Senior Leadership in HE institutions in trying to tackle the gap.

• A piecemeal approach to tackling the gap.

• Insufficient information about the gap including the consequences for the institution.

• Limited institutional awareness at all levels (academic, support, management).

• Refusal to accept that the attainment gap is a real phenomenon in HE. “It can be explained by……”

• Attributing the gap to deficits in the BAME students. Then focusing on “fixing the students”.

About the Toolkit (Include BAMe).

• The Toolkit provides clear and comprehensive guidelines around a framework with specific actions. For those who seriously want to improve attainment.

• The Toolkit does not accept the “student deficit model” as the primary cause of the poor outcomes for BAME students.

• The Toolkit requires leadership from the highest level (?), the creation of an inclusive environment on campus and the use of inclusive L&T practices in the teaching spaces.

The Toolkit consists of three phases.

• Phase 1 actions: (0-6 months)

• Appointment of a Lead individual and Auditing the institution.

• Increase Institutional awareness of the gap as

well as the causes/consequences of the gap.

• A culture of accountability and no excuses

Phase 2 actions: (3- 12 months)

• Working with students and staff to match student’s admissions profile to L&T policy and practice of the university and individual programmes. The phase does not apply to highly selective institutions or programmes.

• Eliminates the BAME deficit excuse

• Creating an inclusive environment, ensuring the curriculum is inclusive and adopting an inclusive approach to L&T through staff training.

• Switches the focus to “fixing the institution and the staff”.

Phase 3 actions: (6-36 months)

• Changing the institution, the staff profile and behaviour.

• Staff recognise (in a positive way) they are at UEL not UCL (Kingston not King’s College)

• Changing the institution to alter student behaviour.

• Reducing the “Identity gap”

Full implementation of the actions in the Toolkit will result in:

• Increased Academic Confidence and performance of BAME students.

• Reduction of the attainment gap.

Include BAMe A Toolkit for reducing the Attainment Gap between Black, Asian, and Minority Ethnic Students and White Students in Higher Education.Gantt Chart

Phase Key actions to improve student outcomes

0-3 Months

3-6 Months

6-9 Months

9-12 Months

12-18 Months

18-24 Months

24-30 Months

30-36 Months

Phase 1 Institutional awareness and actions

Appointment of a Lead individual (University Management team)

------------

Audit the institution.(University Management team, Deans, Leaders of E&D, All members of staff)

------------ ------------

Increasing Institutional awareness of the attainment gap and the causes of the gap. (University Management team, Deans Leaders of E&D Leaders of L&T, Programme Leaders, All members of staff)

------------ ------------ ------------

Phase 2 Staff awareness and training

Matching student’s admissions profile to L&T policy and practice of the university and individual programmes. University Management team, Deans Leaders of E&D, Leaders of L&T, Programme leaders).

------------ ------------ ------------

Provide staff with training on how to avoid Unconscious Bias.

------------ ------------ ------------

Provide teaching staff with strategies which reduce the Stereotype Threat.

------------ ------------ ------------

Creating an inclusive environment ------------ ------------ ------------ ------------ ------------ ------------ ------------

Adopting an inclusive approach to L&T through staff training.

------------ ------------ ------------ ------------ ------------ ------------

Phase 3 Changing behaviour of staff and students

Changing the institution, the staff profile and behaviour. University Management team, Deans, HR services Leaders of E&D, Leaders of L&T, Programme leaders

------------ ------------ ------------ ------------ ------------ ------------

Changing the institution to alter student behaviour. (University Management team, Deans Leaders of E&D, Leaders of L&T, Programme leaders)

------------ ------------ ------------ ------------ ------------ ------------

Workshop activities to reinforce the Toolkit actions• Drivers of the gap

• The attainment gap is wrongly viewed by many solely as an Equality and Diversity issue.

• No clear understanding of the “Business Case” for reducing the gap.

• Failure to link the attainment gap to poor Professional Practice amongst university management, supports staff and academics.

What is the Business Case?

• University league table position

• Components of the University Leagues table

University league tables categories

Student satisfaction

Research quality

Entry standards

Student-staff ratio

Services & facilities spend

Completion

Good honours

Graduate prospects

Half the criteria for University League Tables are directly impacted on by BAME student attainment.

• Business case based around Good degrees.

• A Post-92 institution with a large (>30%) BAME student population.

Typical Post-92 university

• 51 % GD ranking 110/111 institutions (HESA, 2012).

• The top 50 universities: 72% GD.

• White students at most post-92: 73% GD ranking 53/111.

• If all students performed like the white students • Move from 110/111 to 53/111

Activity (to change the narrative away from E&D to the

business case)

• In groups of 4

• 2 groups spend 5 minutes to produce a business case for reducing the gap based on the league tables.

• Other groups to come up with other business for reducing the attainment gap.

• Feedback cases to the group.

The “failure” in Professional practice (new narrative)

• Old narrative: attributing the attainment gap to deficits in the BAME students.

• Ending the, “It is nothing to do with us” attitude.

• Yet another project to “fix” the students.

Why an alternative approach is needed and not more of the same!

• The attainment gap is also a big problem at our most selective universities.

• A HEFCE report in 2014 showed that regardless of the A level grade 18yr old BAME students were likely to attain a significantly lower grade at university

White Bl Carib

Bl Afr As Ind As Pak As Bang

Chin Mix BAME 0

10

20

30

40

50

60

70 64

41 38

47 4551 49 47

43

2327

18 1914 15 18

22

The % of students at Million+ with good degrees 2011/12 (HEIDI)

Million+ % GD Gap

White Bl Carib Bl Afr As Ind As Pak As Bang

Chin Mix BAME 0

102030405060708090 83

6358

7667 64

7479

72

20 24

615 18

94

11

The % of students at Russell Group with good degrees 2011/12 (HEIDI)

Russell Group GD Gap

*Source: Internal business intelligence software

All qualifications Entering with A-levels0

10

20

30

40

50

60

70

80

90

100

73

83

38

62

54

69

58

76

Proportion of graduates achieving First or Upper Second Class Honours Degrees in 2012 at a Million+

university

White Black Asian Mixed

Entry qualification category

Pro

po

rtio

n o

f gra

du

ate

s (%

)

Ethnicity (4-way)

• A runnymede trust report (2015) showed that BAME students needed higher grades to get into our most selective (all) universities'.

How to address the “failures” in professional practice of academics and other staff in HE.

• Code of Practice for Fellows of the Higher Education Academy

• 1. Act with respect, integrity and honesty

• How could university staff ensure BAME students feel they are:

• respected?

• staff act with integrity and honesty towards them?

• Are were doing this already?

• 2. Monitor and review regularly our work in order to maintain good standing.

• How could university staff increase the level of monitoring and review of their work in order to maintain good standing? Particularly in terms of outcomes for BAME students. (awareness of attainment gap, the causes and solutions)


• 3. Engage in appropriate activities to remain up to date with knowledge of learning and teaching, subject matter and assessment.

• What activities would enable university staff to remain up to date with knowledge of learning and teaching, subject matter and assessments so that BAME students were not disadvantaged?

• (inclusivity)


• 4. Be open to and conscientious in considering feedback from appraisals, peer and student observations.

• How can university staff be more open to and conscientious in considering feedback from appraisals, peer and student observations to improve outcomes for BAME students?


Creating an inclusive environment within the Institution. Ensuring the curriculum is inclusive and adopting an inclusive approach to L&T.

• What do we mean by an inclusive environment?

• How do we ensuring the curriculum is inclusive?

• What is an inclusive approach to L&T ?

Student body

Very Diverse



• Learning styles



• Teaching stylesDistance

Identity

Gap

• BAME student outcomes • Progression slow,




Student body

Very Diverse



• Learning styles



• Teaching stylesDistance

Identity

Gap

• BAME student outcomes • Progression slow,




Include BAMe

Student body

Very Diverse



• Learning styles

University staff

More Diverse • Ethnicity/Culture (closer reflection of

student body)• Educational background ( greater

understanding of non-traditional qualifications)

• Teaching styles (more inclusive, reflecting strengths of the student

body)

Distance

Identity

Gap

• BAME student outcomes • Better Progression,

• Higher Completion rates• Fewer Misconduct cases

• Reduction in the BAME Attainment gap

• Greater Employability after Graduation

Include BAMe

• Thank you!

Include BAMe

Documents

Include BA Me A Toolkit for improving the performance of Black, Asian, and Minority Ethnic Students in Higher Education. Reducing the Attainment Gap