Black History Month

In recent years, closing the awarding gap in higher education has become a primary focus for UK higher education institutions (HEIs). Arguably, the increasing scrutiny from the Office for Students (OfS) has prompted HEIs to confront the persistent attainment gap, particularly between White and Black students.  While data reveals that Black students are less likely to achieve an upper-second or first-class degree, the OfS mandate aims to "eliminate the unexplained gap in non-continuation between the most and least represented groups of students by 2024-25 and eliminate the absolute gap by 2030-31" (OfS, 2022, p. 24). Accordingly, many HEIs are making asserted efforts to implement systemic and pedagogical reforms to reduce disparities in student outcomes.

A recent online panel discussion, hosted by United Kingdom Advising and Tutoring (UKAT), explored the urgent need to address the awarding gap. Chaired by Denise Miller, and attended by 154 participants, the panel discussion featured contributions from nationwide experts, including Eleanor St Hilaire, Claire Brown, and Josephine Gabi. The discussion focused on reimagining personal tutoring and academic advising to reduce the awarding gap.

Empowering students through personalized learning

A key theme of the discussion was the need to empower students through personalized learning. Panellists highlighted that traditional higher education structures can often treat students as a homogeneous group, which ignores their diverse needs and aspirations. They emphasized that by offering students more control over what and how they learn, HEIs can create a more inclusive and engaging educational experience. This approach is especially beneficial for students from racially minoritized backgrounds, who invariably encounter long-standing barriers within the educational system.

The fact is, racially minoritized students disproportionately experience structural inequalities, including unconscious bias, limited cultural capital, socioeconomic challenges, and institutional racism. Undoubtedly, these factors contribute to the achievement gap in educational outcomes (Quyoum et al., 2022). Participants acknowledged that the needs of racially minoritised students are not currently being met, and, although there was widespread enthusiasm for change, there remained some uncertainty regarding the most effective practices to implement. Despite this uncertainty, there was consensus among participants that effective personal tutoring, grounded in an ethic of care, can play a salient role in helping students to feel accepted, valued, and supported in their educational journeys (Noddings, 1988).

Strengthening support systems and resources for students

Another concern raised during the panel discussion was the diminishing availability of student support services, particularly in academic advising and personal tutoring. Participants observed that, possibly due to monetary constraints at many universities, these essential services have been scaled back, and as a result, some students have been left without the important guidance needed for success in higher education. Panellists emphasized that reinforcing these support systems is imperative to addressing the awarding gap, especially for students from racially minoritized backgrounds who can require differentiated forms of support. Participants agreed that by adapting and individualizing academic support and other resources to meet the diverse needs of students, HEIs can foster a more equitable learning environment.

Curriculum reform and the democratization of learning

A key theme discussed was the urgent need for curriculum reform, with panellists advocating for the democratization of learning through critical pedagogies. They asserted that involving students in curriculum design (i.e., allowing students to participate in selecting materials and resources) would make higher education more inclusive and reflective of diverse perspectives. Such inclusivity is fundamental to creating an educational space where all students feel a sense of belonging.  This is important because a sense of belonging is closely associated with student engagement, motivation, and overall academic success. When students see their identities and perspectives represented in the curriculum, they are more likely to feel valued and empowered, which can enhance their confidence and willingness to participate fully in their education. Such inclusivity can clearly help to break down systemic barriers that can disadvantage racially minoritized students. Although curriculum co-creation introduces risks and challenges, these very elements can serve as catalysts for student transformation (Lubicz-Nawrocka and Bovill, 2021).

Developing cultural competence

The panel highlighted the importance of ongoing cultural competence training for university staff, noting its role in facilitating intercultural interactions and implementing culturally relevant teaching practices. Panellists emphasized that cultural competence should not be seen as a fixed goal but as a continuous process integrated throughout the student journey. Effective training should encourage staff to confront personal biases and engage with issues surrounding cultural diversity and systemic inequalities. Creating safe spaces for this self-reflection was highlighted as essential, particularly for White staff members, who, panellists noted, should take responsibility for addressing their biases without relying on racially minoritized colleagues to guide them (DiAngelo, 2018).

A significant barrier to implementing cultural competence training, however, concerns the psychosocial cost to White university staff (Miller et al., 2023) and the fear of "getting it wrong". Panellists questioned whether apprehension has impeded progress, as evidently, many HEIs still struggle to identify the "right" approach to promoting equity. This fear often leads to hesitation, which leaves well-intentioned initiatives either underused or underdeveloped.

Panellists also highlighted the need to diversify academic staff.  They argued that students from underrepresented backgrounds benefit from seeing themselves reflected in both curriculum and institutional leadership. Research by Carmichael-Murphy and Gabi (2021) suggests that the absence of diverse representation perpetuates intellectual superiority by reinforcing ethnocentric norms within higher education. In learning environments lacking diversity, racially minoritized staff and students may feel marginalized to the point where some consider leaving their HEIs altogether (Miller, 2021).

To address these challenges, participants advocated for differentiated strategies, such as conducting regular focus groups with racially minoritized students. These groups can provide HEIs with valuable insights into the unique challenges racially minoritised students encounter and may help to identify their strengths and the specific types of support they need.

Institutional accountability and data-driven conversations

Accountability was another theme of the panel discussion. While many HEIs engage in theoretical discussions about the awarding gap, HEIs must be willing to engage in open, honest, and authentic conversations about their own shortcomings. These conversations must involve all stakeholders, including staff, students, and leadership, and should aim to address the underlying causes of systemic inequality.

Data plays a salient role in driving institutional change. Participants said reviewing and analysing robust data on student performance is a necessary first step in identifying gaps and barriers. However, the panel stressed that this data must be coupled with input from students, particularly those from racially minoritised groups, to ensure that changes are grounded in their lived experiences. Through a combination of data-driven insights and student engagement, HEIs can develop effective strategies to narrow the awarding gap.

Conclusion

As the panel discussion revealed, reducing the awarding gap is an inherent challenge that requires systemic changes within higher education institutions. Personal tutoring and academic advising must evolve to become more inclusive, culturally aware, and student centered. HEIs need to engage in open conversations about the barriers encountered by underrepresented students and they must take meaningful steps to dismantle these barriers. By reimagining personal tutoring and academic advising, HEIs can make significant strides toward reducing the awarding gap.

References

• Carmichael-Murphy, P., & Gabi, J. (2021) (Re)imagining a dialogic curriculum: Humanising and epistemically liberating pedagogies in HE. Journal of Race and Pedagogy, 5(2), 1–18. https://soundideas.pugetsound. edu/rpj/vol5/iss2/4
• R. (2018) White Fragility why it's so hard for white people to talk about racism. UK: Penguin Random House UK.
• Office for Students (2024) Annual Report and Accounts 2022. https://www.officeforstudents.org.uk/media/7195/ofs-annual-report-and-accounts-2021-22.pdf
• Lubicz-Nawrocka, T., & Bovill, C. (2021). Do students experience transformation through co-creating curriculum in higher education? Teaching in Higher Education, 28(7), 1744–1760. https://doi.org/10.1080/13562517.2021.1928060
• Miller, D.A. (2021). Black British female managers—The silent catastrophe. Gender, Work & Organization, 28, 1665-1682.
• Miller, D., Brown, C. and Essex, R. (2023) ‘The psychosocial costs of racism to White staff members of an ethnically diverse, post-92 university’. London Review of Education, 21 (1), 39. DOI: https://doi.org/10.14324/LRE.21.1.39.
• Noddings, N. (2088) An Ethic of Caring and Its Implications for Instructional Arrangements. American Educational Research Journal. 96(2), 215-230. https://www.jstor.org/stable/1085252
• A. Powell. S. & Clark. T. (2022) ‘Exploring the BME attainment gap in a Russell Group University: A mixed methods case-study’, Education Sciences, 12(12), pp. 1–16.