Improving academic feedback for racially minoritised students: practical strategies for enhanced understanding and application

The persistent awarding gaps highlight the need for more inclusive feedback and assessment practices in Higher Education (HE). Despite institutional efforts, racially minoritised students continue to face barriers in understanding and applying feedback on formative and summative module assignments, which negatively impacts their academic performance. This study focuses on how these students engage with assignment feedback and identifies the primary obstacles they encounter when accessing assessment support. Drawing on an exploratory survey conducted at a post-92 UKuniversity, we examine feedback literacy development and propose practical strategies for educators. Findings indicate that while feedback is generally viewed positively, students struggle with its application, particularly in culturally diverse settings. To address these barriers and improve equity in degree outcomes, we recommend standardising feedback language, fostering proactive engagement, enhancing academic support services, and prioritising early formative feedback. This study contributes to institutional policies aimed at closing awarding gaps and supporting the academic success of racially minoritised students.