POLICY VERSUS PRACTICE: PROBLEMATIC ATTITUDES IN THE ACADEMY

2nd HERAG Think Tank, 1st June 2015

Neil Currant, Head of Academic Development, University of Bedfordshire

Outline• A little theory• Research & RECM at university X• Policy v. practice

• The dominant culture determines policy

• Themes of ‘acceptable’ racism:• Language• Accent• Nationality

• 3 questions for discussion

Subtle v Blatant prejudice (Pettigrew & Meertens, 1995)• Subtle prejudice is:

• Defence of traditional values• Exaggeration of cultural differences• Denial of positive emotional response to outgroup

Blatant—>subtle—>equalitarian • ‘Subtles’ (score low on blatant prejudice but higher on

subtle prejudice.):• “Adopt positions that reject minorities in socially

acceptable ways” p.72• Comply with norm (against blatant prejudice) but express

negative views in seemingly non-prejudiced ways.• “their careful behaviour appears to serve principally to

protect oneself from the realisation that one harbours prejudiced attitudes.” p.73

Background• Qualitative research with Black students• Race Equality Charter Mark Survey: staff & students

• Context: Predominately white university• Approx. 17% students and 10% staff from ME

backgrounds

• Caveat: University X has made a real commitment with specific actions and accountability at the highest levels to look at race equality. Are the issues identified here more general in the sector?

Main finding: policy v practice• Slight stronger disagreement with overall questions on

actual practices versus intentions of the university, e.g.

Student Staff

University X is committed to creating an inclusive environment for all staff and students, irrespective of their ethnicity or race. (intention)

disagreement 11.1% 16.7%

Individuals at University X are treated on their merits irrespective of their ethnicity or race. (reality)

disagreement 15.7% 26.4%

policy v practice• “While the pay structures, promotion and job application

processes are transparent and open, there is an underlying 'Boys club' culture which makes it feel like it is ok to generally be racially insensitive and rude regarding people's backgrounds.” Staff

• “While I believe that the recruitment processes are completely transparent, it is impossible to know the conscious or sub-conscious prejudices that recruiting managers have when recruiting people.” Staff

• “Other such secondments have taken place at [named department], always it seems to pasty-faced English people. This is not in line with the [university] best practice.” Staff

Question 1• Do you recognise a disconnect between policy and

practice in your own institutions?

Why the policy / practice gap?

• inherently culturally and racially biased policy as a product of decision making by white dominated policy making bodies?

Plus staff perception of blocks to BME staff progression to senior roles.

OR

• Although the lack of diversity in decision making bodies is problematic there seems to be plenty of evidence to suggest subtle, indirect forms of prejudice undermine policy in practice.

• Question 2: What might be the primary cause of any policy / practice divide?

‘acceptable / subtle / implicit’ prejudice

• Language • Accent• Nationality

• Question 3: What other forms of ‘acceptable’ prejudice are you aware of?

Language

“when you raise your hand in class, when you talk you don't talk the way you write… because you actually write better than the way you speak… Sometimes they (lecturers) say to you I did not believe it is you that writes this.” International student

“I have met fellow students who like to impress hate to …person who does not speak English as the first language.” Student

Accent

“some individuals with very pronounced accents disadvantaged by the interview process.”

“…colleagues complained about having to do activities with somebody with an accent.”

“It is still considered acceptable here to mimic a Welsh accent for fun.” all staff quotes

“My lecturer is Greek and speaks with a very strong Greek accent and sometimes I feel like people take her less seriously because of it.” UK student

Nationality (not being English)

“there will be times when they’ll be telling a story about, someone that they met on a night out. They won’t say anything explicitly racist but it’s kind of like you can tell from the way they’re talking and the fact that they mention race in the first place, as they’re looking down on so-and-so because they’re not English.” UK Student

“People who behave in different ways are told to conform to Englishness” staff

Discussion

1. Do you recognise a disconnect between policy and practice in your own institutions?

2. What might be the primary cause of any policy / practice divide?

3. What other forms of ‘acceptable’ prejudice are you aware of?

References

Pettigrew, T.F. & Meertens, R.W. (1995) Subtle and blatant prejudice in Western Europe, European journal of social psychology, 25 (1) pp. 57-75