What does this research mean for the field?

Closing the ethnicity degree awarding gap requires deliberate, multifaceted institutional approaches, such as decolonising the curriculum and fostering inclusivity, to address the systemic exclusion and bias experienced by Minority Ethnic students. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate the factors contributing to the ethnicity degree awarding gap within an individual higher education institution and identify deliberate strategies to narrow it.

August 28, 2026Journal of Further and Higher EducationOpen Access

Deliberate institutional approaches to closing the ethnicity degree awarding gap

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Authors

ASAdeela ahmed Shafi SCSam Copland CACharles Acheampong Afriyie

Discussion

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Overview

Case study uncovers key drivers of degree disparities among minority ethnic university students, highlighting the need for curriculum decolonization and deliberate institutional reforms.

Key Points

To investigate the factors contributing to the ethnicity degree awarding gap within an individual higher education institution and identify deliberate strategies to narrow it.
Phase 1 analyzed institutional degree awarding metrics to quantify achievement discrepancies between White and Minority Ethnic students.
Phase 2 utilized qualitative methods to explore the educational and campus experiences of Minority Ethnic students.
Institutional awarding data revealed that Minority Ethnic students achieved 'good' degrees less frequently than White students, despite representing a smaller cohort.
Qualitative feedback exposed major barriers for Minority Ethnic students, including reduced sense of belonging, isolation, unrepresentative curricula, and the burden of working harder to achieve identical grades.
Identified institutional interventions prioritized decolonising the curriculum, promoting staff self-reflection, addressing bias and stereotypes, and enhancing cultural inclusivity inside and outside the classroom.

Cite This Study

Shafi et al. (2026) studied this question.

synapsesocial.com/papers/6a914602d15324a1df3a9478 https://doi.org/10.1080/0309877x.2026.2710226

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August 28, 2026Journal of Further and Higher EducationOpen Access

Deliberate institutional approaches to closing the ethnicity degree awarding gap

View Full Paper

Ask AI

Bookmark

Authors

ASAdeela ahmed Shafi SCSam Copland CACharles Acheampong Afriyie

Discussion

Member takes

Overview

Case study uncovers key drivers of degree disparities among minority ethnic university students, highlighting the need for curriculum decolonization and deliberate institutional reforms.

Key Points

To investigate the factors contributing to the ethnicity degree awarding gap within an individual higher education institution and identify deliberate strategies to narrow it.
Phase 1 analyzed institutional degree awarding metrics to quantify achievement discrepancies between White and Minority Ethnic students.
Phase 2 utilized qualitative methods to explore the educational and campus experiences of Minority Ethnic students.
Institutional awarding data revealed that Minority Ethnic students achieved 'good' degrees less frequently than White students, despite representing a smaller cohort.
Qualitative feedback exposed major barriers for Minority Ethnic students, including reduced sense of belonging, isolation, unrepresentative curricula, and the burden of working harder to achieve identical grades.
Identified institutional interventions prioritized decolonising the curriculum, promoting staff self-reflection, addressing bias and stereotypes, and enhancing cultural inclusivity inside and outside the classroom.

Cite This Study

Shafi et al. (2026) studied this question.

synapsesocial.com/papers/6a914602d15324a1df3a9478 https://doi.org/10.1080/0309877x.2026.2710226

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