Session Outline

University to work transition challenges are intensified for ethnic minorities in the UK who (although are more likely to gain university qualifications than UK white British graduate), have experienced substantial disadvantages in the labour market on average (Zwysen and Longhi, 2018; TUC, 2021). Pre-COVID data indicate that a graduate employment gap exists between White and BAME graduates (HESA, 2020) which has doubled for Black men, Pakistani and Bangladeshi women (IES, 2020). While STEM degrees are often seen as pathways to secure and well-compensated employment, BAME graduates frequently face systemic barriers that lead to underemployment, where they are employed in jobs that do not fully utilize their skills or education (Hansen et al. 2024). Personal tutoring has emerged as a potential intervention to mitigate these challenges by providing targeted support and skill development (Gabi et al., 2024). This abstract explores the role of personal tutoring in addressing underemployment among BAME university STEM graduates, examining its potential benefits and limitations. The insights for this abstract and presentation also comes from a British Academy funded study which the authors are concluding, and which is exploring the underemployment experiences of university STEM graduates in the UK.

Research indicates that BAME graduates encounter significant disparities in the labour market (Iwi-Ugiagbe-Green et al., 2025).They are often underrepresented in STEM occupations compared to their proportion of the population, and a smaller share earn degrees in STEM fields relative to other degree programs (Fry et al., 2021) Factors contributing to this underrepresentation and subsequent underemployment include discrimination in hiring processes, lack of access to professional networks, and insufficient development of essential soft skills (Gabi et al., 2024).

Personal tutoring offers a mechanism to address these disparities by providing individualised support tailored to the specific needs of BAME students. Effective personal tutoring can enhance students' self-efficacy and resilience, which are critical for navigating the job market (Wu et al., 2024). By offering guidance in areas such as resume building, interview skills, and networking strategies, personal tutors can equip BAME graduates with the tools necessary to compete effectively for university-level jobs (Dunbar-Morris, 2025). In addition, personal tutoring can facilitate the development of soft skills, such as communication, teamwork, and problem-solving, which employers increasingly value (Orrell, 2025). Additionally, the authors preliminary findings have shown how expectation management, reality checks, and promoting the attainment of strong work experience during university, through a coaching approach by personal tutors and employability staff, can equip BAME graduates better in negotiating the tough labour market.

The effectiveness of personal tutoring though, is contingent on several factors. Universities must invest in robust tutoring programs and ensure equitable access for all students (Nweke and Suli, 2023). Tutors need to be culturally competent and aware of the unique challenges faced by BAME students McLetchie-Holder et al. (2025) emphasise the importance of cultural competence in personal tutoring, noting that tutors who understand the specific barriers faced by BAME students can provide more relevant and impactful support. Furthermore, the structure and content of tutoring programs should be tailored to address the specific skills gaps that contribute to underemployment (Hansen et al. 2024). Despite the potential benefits, challenges remain in fully realising the impact of personal tutoring. Resource disparities among universities can lead to inconsistencies in the quality and availability of tutoring services (Nweke and Suli, 2023).

Learning Outcomes

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