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The university actively promotes an inclusive culture in teaching and learning, and it is important to ensure that we continue to reflect on the needs of our diverse student community particularly students with English as an Additional Language (EAL), black and minority ethnic groups (BME), care leavers, students with disabilities and males from lower socio–economic backgrounds (aka white working class boys () who can be at risk of under-attainment.

While the numbers of students receiving a first or 2:1 have increased over the last 8 years, there continues to be a considerable gap between the proportion of white British students receiving these classifications compared to UK-domiciled students from minority ethnic groups (). This attainment gap has remained nearly static over the last ten years.

Jo Johnson, Minister of State for Universities and Science, in to the Director of Fair Access (published in 2016) requested HEIs to set targets for students from disadvantaged backgrounds; specifically students from BME, WWCB and students with disabilities and learning difficulties.

provides up-to-date data on the black and Asian student attainment gap (Wonkhe, August 2017).

Equality, diversity and inclusion main University pages provides links to:

(staff login required):

: Understanding and overcoming differences, facilitated by Ricky Lowes of the International Centre.

Inclusive teaching, learning and assessment: includes research-informed resources, guidance and videos. Some of the student videos include the experience of international students.

for ¶¶Òõ¶ÌÊÓƵ staff and students. This tool is available in the DLE. It evaluates students’ early engagement with learning. It provides automated feedback, helping to identify students at risk and directing them to appropriate resources and sources of support.

Use the peer review process and the Personal Development Review process to focus on equality, diversity and the attainment gap.

to assist staff designing for and embedding race equality in their learning and teaching. Sections of particular interest are:

Embedding equality and diversity in the curriculum discipline specific practitioner guides from the Higher Education Academy provide practicable guidance on embedding equality and diversity in learning and teaching. The subjects covered are: art and design, classics, education, physical sciences, and social work.

Equality and diversity in learning and teaching in HE: . Selected papers from a joint conference held by Equality Challenge Unit and the Higher Education Academy.

. The project aim was to achieve a year-on-year increase in the number of students from disadvantaged and under-represented backgrounds who go abroad during their degree. Sandra Kerr OBE, Race Equality Director at Business in the Community welcomes the project. She says the project and its report "clearly sets out the positive influence that working, volunteering and studying abroad has on students’ academic attainment – particularly those from disadvantaged lower socio-economic backgrounds and BAME backgrounds." The provides compelling evidence that this experience is not only potentially transformative for the students who take part, but also impacts on their earnings and access to graduate-level jobs after they leave university.

The collates case studies of good practice from universities and colleges across the UK who have worked to ensure students from these groups are supported on to mobility opportunities. It also includes a section focused on student perspectives following a series of focus groups and some highlighted case studies.​​

The Ethnicity Attainment Gap; pages 89-131. Research and examples of good practice from many HEIs, University of Sheffield 2016.

was set up to redress the under representation of young British men of African and Caribbean descent in higher education and in the professions. Amos provides the support to ensure each student moves from potential to performance.

Chavrimootoo,D. & Dawson, R.(2016) Learning and Unlearning Whiteness. Liverpool John Moores

McIntosh, P. (1989) Peace & Freedom July/August 1989 pp10-12

White working class males in British higher education - Pre and post entry perspectives. Southern Universities Network. March 2017. Research and advice from nine southern universities.

Institutional racism in Higher Education: . Funded by HEFCE, this resource was produced by the Centre for Ethnicity and Racism Studies (ERS) using the University of Leeds as a case study. The toolkit provides conceptual and methodological resources from which practitioners can select the most appropriate ones to implement in their institutions. Section four ‘anti-racist strategies’ seems particularly useful and within it, sections

De Montfort University run the ’’ Scheme with an aim to reduce the black, Asian, and minority ethnic (BAME) attainment gap.

Athena Swan:

Berry, J., and Loke, G. (2011) . Equality Challenge Unit / The Higher Education Academy.

Cotton, D.R.E, George, R., Joyner, M. (2013) The Gender and Ethnicity Attainment Gap Research Project . Plymouth: Pedagogic Research Institute and Observatory, ¶¶Òõ¶ÌÊÓƵ. : A comparative analysis.

Cotton, D.R.E., Joyner, M., George R. and Cotton, P.A. (2015) . Innovations in Education and Teaching International, 53(5), pp 475-486.

Gale, N. and Ward, N. (2017) : University of Birmingham.

Hillman, N. and Robinson, N. (2016) . HEPI Report 84. Oxford: Higher Education Policy Institute.

, February 2016, p.14.

Miller, M. (2016) The Ethnicity Attainment Gap: Literature Review. Sheffield: The University of Sheffield, Widening Participation Research & Evaluation Unit.

Morgan, W. (nd) . Power Point Presentation. London: University of East London.

Richardson, J.T.E. . Journal of Further and Higher Education, 39(2), pp 278-291.

Southern Universities Network (2017) - Pre and post entry perspectives.

SOAS Students’ Union (2016) . London: School of Oriental and African Studies (SOAS) Students’ Union.

Stevenson, J. (2012) Black and minority ethnic student degree retention and attainmentJacqueline Stevenson (2012). York: The Higher Education Academy.