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Outline of the session

Outline of the session. Levers and motivators for advancing race equality HEFCE data and research on race equality Small group discussions and Q&A. Lever and motivators for advancing race equality Claire Herbert, Senior Policy Adviser, ECU Twitter: @ ECUClaireH. The need for progress.

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Outline of the session

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  1. Outline of the session • Levers and motivators for advancing race equality • HEFCE data and research on race equality • Small group discussions and Q&A

  2. Lever and motivators for advancing race equalityClaire Herbert, Senior Policy Adviser, ECUTwitter: @ECUClaireH

  3. The need for progress.... In 2010/11 3.7% of Black academics were professors (compared to 11.2% of white academics)

  4. Drivers for progress to date • Race Relations Amendment Act (2000) • Creation of the EHRC • Equality Act 2010 • Differences in UK countries BUT • Is the legislative driver the most effective • Should there be other levers as well?

  5. Focus on gender equality: Athena SWAN • It’s focused in its aims and objectives • It’s higher education specific • It necessitates ‘local’ debates and discussions and accountability • It’s linked to funding • Equality zeitgeist

  6. Creating an atmosphere for race equality • Growing demand for debate and discussion • Establishment and success of Black British Academics • Establishment of Network of Networks • Demand for race-specific conferences and events • Some press interest

  7. Guiding principles 1). Racial inequalities are a significant issue within higher education. Racial inequalities are not necessarily overt, isolated incidents. Racism is an everyday facet of UK society and racial inequalities manifest themselves in everyday situations, processes and behaviours 2). UK higher education cannot reach its full potential unless it can benefit from the talents of the whole population and until individuals from all ethnic backgrounds can benefit equally from the opportunities it affords 3). In developing solutions to racial inequalities, it is important that they are aimed at achieving long-term institutional culture change, avoiding a deficit model where solutions are aimed at changing the individual 4). Black and minority ethnic (BME) staff and students are not a homogenous group. People from different ethnic backgrounds have different experiences and outcomes of higher education, and that complexity needs to be considered in analysing data and considering actions. 5). Furthermore, all individuals have multiple identities, and the intersection of those different identities should be considered wherever possible.

  8. Motivators for participation • Reputational: reaction to pressure for change • Reputational: attracting staff and students (esp. international) • Sense of competition v.s. collaboration • Risk of attachment to funding • Risk of future cost to apply

  9. Motivators for continued focus • Monitoring: there will be a renewal every three years • Reputation: keeping the charter mark is difficult • Incremental – not just compliance v.s. non-compliance • Benchmarking, competition and innovation • Gradual culture change

  10. HEFCE poster

  11. Any questions? For more information about the charter mark: Claire.herbert@ecu.ac.uk www.ecu.ac.uk 0207 438 1016 @ECUClaireH #racecharterHE ECU conference: 17/18 November 2014

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