Race-centered initiatives as a targeted intervention: help or hinderance to Black British postgraduate research students’ experiences and success?

Known barriers to accessing higher education, which subsequently impact the attractiveness of doctoral-level studentships for Black British students, include widespread experience of racism at university, specifically stereotyping and low expectations of their abilities, and the underrepresentation of Black academic staff. This article investigates whether race-centered initiatives as a targeted intervention mitigate these factors and improve the experiences and success of Black British Postgraduate Research (PGR) students. As one of 13 nationally funded projects, we took a practical action research approach to developing and implementing initiatives aimed at enhancing Black British PGR students’ experiences and career prospects within the UK Academy. After completing two cycles of action research with the initiatives, narrative interviews with four (out of an initial project cohort of 10) Black British PGR students were conducted to evaluate overall benefits and barriers to participation. Those who participated in multiple initiatives found benefits of engagement that built confidence, increased visibility and representation, and developed skills useful in enabling them to successfully remain on their studentships and ready themselves for their future careers. However, concerns were also raised around deficit perspectives that these types of initiatives create and their relevance. Undergraduate-level targeted interventions are well reported, but less is known about structures and mechanisms that can attract, recruit, and retain Black British students at doctoral-level study and support their success through and beyond their studentships. This article aims to add to the body of work on targeted interventions but also address the gap around doctoral-level action.