1,721,020 research outputs found
Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy
No full textThis book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticated and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice
The declining salience of race equality in higher education
No full textResearch continues to demonstrate that individuals from minority ethnic communities disproportionately experience adverse outcomes. To give two examples, BME academic staff continue to experience significant disadvantage in higher education and BME students continue to be less likely to be awarded good honours degrees. And yet universities are extraordinarily complacent. They see themselves as liberal and believe existing policies ensure fairness and in the process ignore adverse outcomes and do not see combating racial/ethnic inequalities as a priority. This points in my view to the sheer weight of whiteness (if not institutional racism) which will remain intact unless significant pressure is place on universities to change
The rise and fall in the salience of race equality in higher education
No full textThis chapter examines a twenty year period to explore the salience of race equality in higher education. While the dominant policy discourse has periodically drawn attention to the need to combat racial disadvantage, the only serious race equality strategy, following publication of the Macpherson report, was short lived and in the last decade race equality has virtually fallen off the policy agenda. And yet over the same period, research evidence accumulates to demonstrate that BME staff and students continue to experience considerable disadvantage. It is suggested that in the face of such evidence universities are remarkably complacent. Such complacency partly stems from the dominance in the academy and indeed of much of society of a liberal as opposed to radical perspective on equality. Universities typically see themselves as liberal and believe existing policies ensure fairness and in the process ignore adverse outcomes and do not see combating racial inequalities as a priority. This points in my view to the sheer weight of whiteness which will remain intact unless significant pressure is placed on universities to change. The chapter concludes by outlining two ideal typical approaches to the promotion of race equality and suggests that the period has witnessed the transition from an approach close to the first ideal type to an approach close to the second approach. Regardless of which approach is preferred, universities are urged to have no truck with a deficit model and to see it as their responsibility to take action to ensure more equitable outcomes
The experiences of Black and minority ethnic academics: multiple identities and career progression
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Fencing the Race: Responding to the past to help shape the future
No full textFollowing her appointment as Bristol University’s first Professor of the History of Slavery, Otele, the first Black female professor of history in the UK, converses with Thomas to narrate the role of the history of colonialism in promoting and maintaining structural inequalities in higher education institutions. Otele debunks the established ideologies of academic disciplines based on methodological and ontological notions of “whiteness” as neutral and invisible, before sharing her perspectives on how higher education as a sector could provide reparations to people who were most affected by the legacies of this slave trade that has now promoted structural inequalities in the academy
Understanding the Under-Attainment of Ethnic Minority Students in UK Higher Education: The Known Knowns and the Known Unknowns
Get PDFIn UK higher education, differences in academic attainment between White students and ethnic minority students are ubiquitous and have persisted for many years. For instance, it has been known for more than 20 years that the academic attainment of ethnic minority students at the first-degree level is poorer than that of White students. Roughly half of the disparity in attainment between White students and non-White students is attributable to differences in their entry qualifications. Nevertheless, the academic attainment of ethnic minority students remains poorer than that of White students even when the effects of their entry qualifications and other variables have been statistically controlled. An explanation put forward by Ogbu (1978, 1983, 1987) based upon the experiences of people from different ethnic minorities in the US does not fit the UK situation. Any differences in the experience of higher education between White and ethnic minority students are not sufficiently large to explain the dramatic differences in their academic attainment. Researchers have yet to identify the factors that are responsible for the ethnic differences in attainment that remain when differences in entry qualifications have been taken into account
The Owl of Minerva has flown, the university is dead: Can equity and diversity be done for success in higher education now?
No full textThe owl of Minerva flies only at dusk. Wisdom often comes too late, once the ship has sailed and the damage has been done. Will this be the fate of higher education in relation to Doing Equity and Diversity for Success? Amid the COVID-19 pandemic, racialized civil unrest, unprecedented changes and challenges, equity and justice remain elusive for people from minority ethnic backgrounds in higher education, who are now, more than ever struggling to breathe. Universities are a microcosm of a society whose foundations are built on colonialism and imperialism, racism xenophobia, transphobia, Islamophobia, anti-Semitism, homophobia, and other poisonous manifestations of hate. In this chapter, Thomas introduces this timeless volume that immortalises the perspectives of anti-racist scholars-activists who implore that universities acknowledge and reconcile with their imperial history and legacy of colonialism, in order to redouble their efforts to promote social justice and eliminate institutional racism and effect sustainable social transformations
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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