Unravelling the awarding gap: insights from a Scottish post-92 university

This study investigated the persistent awarding gap between White and Black & Global Majority (BGM) students at a Scottish post-92 university. Utilising a mixed-methods approach, the research combined survey data, administrative data analysis, and in-depth interviews with students and staff to explore the underlying factors contributing to this disparity. The findings reveal that BGM students, despite higher retention rates, are less likely to achieve First-Class or Upper Second-Class Honours degrees compared to their White peers. Key factors influencing this gap include pre-entry characteristics, university inclusiveness, and individual differences rather than ethnic backgrounds. Notably, a secondary qualitative finding emerged regarding staff perceptions: a frequent conflation of UK-domiciled BGM students with the international student cohort, suggesting that racialised assumptions of citizenship may render the specific challenges of home BGM students invisible. The study highlights the need for more inclusive teaching practices, curriculum diversification, and targeted support services to enhance BGM student outcomes.