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By the end of this session you will have:

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By the end of this session you will have:

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  1. The ethnic attainment gap at UoB is c. 12% and is variable across Colleges (and Schools). Initiatives to address the ‘gap’ include BME peer mentoring, establishment of a network and the development of BME student ambassadors to work in the Schools. The peer mentoring work has been supported by HEA and has included:1. Raising awareness of the ‘gap' across the University2. Further developing the peer mentoring scheme3.Further understanding students’ experiences, their views and perceptions on targeted support and the ‘deficit model’4.Develop a web-based resource for students as mentors, mentees and more generally

  2. By the end of this session you will have: • Gained a view of the ethnicity attainment gap at the University of Birmingham • Considered the development of an approach aimed at addressing that gap • Analysed some of the barriers and usefulness of the approach including the notion of targeted interventions

  3. The ‘gap’

  4. What to do- target or not target? What are the arguments for and against? See the h/out Cowden, S. and Singh, G.

  5. I, too, am Birmingham

  6. Progress to date June 2014: • Publicised the peer mentoring scheme through BEMA and various activities during Welcome Week. This has led to • Over 200 students being part of a Network. The Network and a website and Fb where details of events etc.are posted. This is managed by a student. https://intranet.birmingham.ac.uk/collaboration/equality/students/getinvolved/bme/index.aspx 3. Interviewed a number of mentees and mentors and ran some focus groups to discover the experiences of BME students at UoB. Inc. ‘white campus syndrome’, feelings of being ‘othered’/’minoritised’ at the same time, ignored, segregated in lecturers, lack of diversity in the curriculum and few opportunities to express self identity, need for ‘space’. Few role models but can be other students. However, an acknowledgement that there seemed to be more awareness of such issues as the ethnic attainment gap and multi-culturalism.

  7. The Ambassadors and Schools’ responses 4. Development of student ambassadors- trained and discussed issues. They are to work in Schools as ambassadors for success With the students agreed they could • Wear the T shirt! • Contact their Welfare Tutor/academic tutor • Talk to students- call a meeting / social • Set up a group…. • Discuss the issues faced by some BME students • Talk about BME SUCCESS( not failure) • Be role models - In the School of English, Drama, American and Canadian Studies a pilot use of the ambassador role. Already a diversity rep on School liaison committee, did this blog http://scholarshipofblackness.tumblr.com/ set up a ‘space’ for BME ( not exclusive) BME Lit seminar group, invited alumni who writes for The Voice • In Dept. of Economics –research into the ‘gap’ and applying for funding for University-wide research. Presentation to Dept. & considering initiatives now • School of Philosophy, Religion and Theology ran focus groups and implemented some changes such as additional module to their programme.

  8. POLSIS student ambassadors but challenges Next phase to: • Develop a student ambassador toolkit by the end of 2014 • Consider the ‘gap’ in the various Schools and target those with a consistently large gap and systematically work across the University.

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