The ethnic attainment gap at UoB is c. 12% and
is variable across Colleges (and Schools).
Initiatives to address the ‘gap’ include BME peer
mentoring, establishment of a network and the
development of BME student ambassadors to
work in the Schools. The peer mentoring work
has been supported by HEA and has included:
1. Raising awareness of the ‘gap' across the
University
2. Further developing the peer mentoring scheme
3.Further understanding students’ experiences,
their views and perceptions on targeted support
and the ‘deficit model’
4.Develop a web-based resource for students as
mentors, mentees and more generally
By the end of this session you will
have:

Gained a view of the ethnicity attainment gap
at the University of Birmingham
 Considered the development of an approach
aimed at addressing that gap
 Analysed some of the barriers and usefulness
of the approach including the notion of
targeted interventions
The ‘gap’
College %
2010 2011 2012 2013
Arts and Law
23.2
24.2
24.5
10.9
Life and Environmental Sciences
27.0
10.8
13.0
9.0
Medical and Dentistry
4.4
4.1
12.9
11.9
Social Sciences
22.2
17.0
12.8
13.1
Engineering and Physical Sciences
24.9
20.5
8.5
15.8
University % totals
21.6
16.9
14.9
11.5
What to do- target or not target?
What are the arguments for
and against?
See the h/out Cowden, S. and Singh, G.
I, too, am Birmingham
Progress to date June 2014:
1. Publicised the peer mentoring scheme through BEMA and
various activities during Welcome Week. This has led to
2. Over 200 students being part of a Network. The Network and a
website and Fb where details of events etc.are posted. This is
managed by a student.
https://intranet.birmingham.ac.uk/collaboration/equality/students/get
involved/bme/index.aspx
3. Interviewed a number of mentees and mentors and ran some
focus groups to discover the experiences of BME students at UoB.
Inc. ‘white campus syndrome’, feelings of being
‘othered’/’minoritised’ at the same time, ignored, segregated in
lecturers, lack of diversity in the curriculum and few opportunities to
express self identity, need for ‘space’. Few role models but can be
other students. However, an acknowledgement that there seemed
to be more awareness of such issues as the ethnic attainment gap
and multi-culturalism.
The Ambassadors and Schools’ responses
4. Development of student ambassadors- trained and discussed issues. They are to
work in Schools as ambassadors for success
With the students agreed they could
 Wear the T shirt!
 Contact their Welfare Tutor/academic tutor
 Talk to students- call a meeting / social
 Set up a group….
 Discuss the issues faced by some BME students
 Talk about BME SUCCESS( not failure)
 Be role models
- In the School of English, Drama, American and Canadian Studies a pilot use of
the ambassador role. Already a diversity rep on School liaison committee, did this
blog http://scholarshipofblackness.tumblr.com/
set up a ‘space’ for BME ( not exclusive) BME Lit seminar group, invited alumni who
writes for The Voice
In Dept. of Economics –research into the ‘gap’ and applying for funding for
University-wide research. Presentation to Dept. & considering initiatives now
School of Philosophy, Religion and Theology ran focus groups and implemented
some changes such as additional module to their programme.
POLSIS student ambassadors but challenges
Next phase to:
 Develop a student ambassador toolkit by the end of
2014
 Consider the ‘gap’ in the various Schools and target
those with a consistently large gap and systematically
work across the University.
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