Understanding Minority Ethnic Flight from UK Higher Education Dr Kalwant Bhopal, Dr Hazel Brown and June Jackson. K.Bhopal@soton.ac.uk Introduction • Race Relations Amendment Act (2000); Equalities Act (2010); Athena SWAN; Race Equality Charter (ECU). • Increase in BME students at HEIs (HEFCE 2012-13); Indian and Chinese students more likely to have a degree compared to White British (University of Manchester March 2014) • Inequalities continue to persist despite policy changes and changes in student body (Bhopal and Jackson, 2013; Pilkington, 2013); White applicants three times more likely to secure a professorial post compared to BME candidates (UCU, 2012). 2 BME academics in UK HE - statistics 14% minority ethnic population (England and Wales, Census 2011) HESA Data (2014) In 2012/13 out of a total of 17,880 professors: 85 were Black (less than 1%) 950 were Asian (5%) 365 were ‘other’ (including mixed) (2%) Overwhelming majority White 15,200 (85%) 3 Representation and experiences • Greater focus to date on gender rather than ethnicity • Focus overall on students (widening participation, internationalisation), less focus on staff • Glass ceiling/ivory ceiling • ‘Being ruled out for promotion; not being encouraged to apply’ (ECU, 2011, p.34) • ‘If BME staff were represented in the professoriate in the same proportion as they are among non-professorial academic staff there would be 2,130 professors of BME origin. So, there is a gap of 935 BME’ (UCU, 2012, p.5). • Hyper-surveillance, ‘other’, intersectionalities Deem and Morley, 2006; Hey et al, 2011; Morley, 2013; Pilkington, 2013; Puwar, 2004. Bhopal and Jackson (2013) • Some doubts about equality in starting salary/point on scale • Higher threshold and filtering process (unwritten; unspoken) regarding promotion applications • REF: ‘neutralising ethnicity’/subjective biases • ‘Outsider’ status • Having to ‘fit in’: dress, communication styles (class, gender and race). Research • Funded by Equality Challenge Unit • To understand reasons for overseas HE migration and explore ethnic differences; • To understand the push and pull factors which contribute to actual or potential overseas HE migration and whether these factors vary by ethnicity. • To establish how UK HEIs can retain BME academics and attract back those who have left. 6 Methodology Questionnaire survey distributed to all HEIs in UK (via ECU and our own contacts) until early April 2014 41 in-depth interviews (14 UK; 12 with previous overseas experience; 15 based overseas). 7 Survey Responses 1,201 responses of these: 146 (12.5%) BME and 1,024 (87.5%)White 504 (43%) female and 662 (57%) male 761 (65%) aged 40 and over, 417 (35%) under 40 12.4% self-identified as disabled 8.4% self-identified as lesbian, gay, bisexual or other 732 (74%) in ‘old’ universities, 211 (21%) post-1992 One third of participants had overseas work experience 8 Positive elements of UK HE • Having a full-time permanent post • Good pension • Treated with equity • Co-operative working environment • Family friendly policies 9 Push factors away from the UK – recruitment • You have got to be ‘twice as good’ as white counterparts • Lack of transparency/ “who you know” • Perceived as not the ‘safe’ option [in the UK recruitment process] • Invisibility/not expected to be in the space - I arrived for the interview and I sat there, waiting and waiting. This man came [professor]. He came in, looked around, looked at me, walked out. After five minutes he came in, looked around the room, you know, you wait like a waiting room, and then he walked out again. And then I heard him say to the secretary, because at that time I was a Dr, he said: where’s Dr [name]? And then I heard her mumble something. 10 And I saw his face turn red. And I thought: that’s it…I had had enough. Push factors away from the UK: Barriers to promotion Career ‘hits the buffers’ Race as a factor in who is encouraged, or not, by senior colleagues – isolating and demotivating impact Prospects limited and promotion ‘an illusion’ Lack of transparency – ‘nebulous’ criteria Feeling of being judged more harshly/different criteria introduced Work on race, ethnicity, seen as a deficit REF – recognition of publications outside the ‘Anglo-American’ world? 11 Pull factors to overseas - Academic • To work temporarily (unable to get work in UK – so aim to gain experience then return) • Supportive environment for BME scholars – and examples of others going overseas (permanent or secondment); positive messages from overseas institutions • Intellectually treated as an equal – credibility and status given to BME staff • Institutional space, and institutional support for black studies • Supportive environment for research (no RAE or REF) • Less of an administrative burden 12 Pull factors to overseas - Lifestyle • Quality of lifestyle; better opportunities for family • Culture “Whereas in the USA we go out to dinners together, and there is always a sense of wanting to talk to everyone in the corridors, that culture is one that I value and like” • Better weather; travel; learning different languages • Giving something back, to make a difference (e.g. Africa; China; India) 13 What would attract back or retain BME academics in UK HE sector? 1 • A sense that BME academics would be welcomed and valued – that academic life has become more diverse – a critical mass • Recognise BME academics as repositories of knowledge, not just objects of study • Greater visibility of BME people in academic and decision making roles • Problematizing, and having a set of institutional frameworks that facilitate doing something about racism and lack of BME academics in senior positions • Acknowledge unspoken entitlement of certain people; acknowledge areas of disadvantage – micro-aggressions/day to day experiences of minority ethnic people which accumulate 14 What would attract back or retain BME academics in UK HE sector? 2 • A specific recognition of and valuing of diversity (rather than asking people to ‘fit in’) in staff and in curricula • Development of Black Studies; avoidance of London-centrism (in Black Studies) • Opportunities to be a visiting lecturer/professor/exchange/ examiner in UK – maintain connections: “those things would begin to pull you back” • Positively identify and encourage BME candidates and potential candidates (avoiding tokenism) – make an active effort; transparency in recruitment • Networking/mentoring/training 15 Questions arising • Are we achieving a greater understanding of the experiences of minority ethnic academics? • Do we have practical recommendations for easily achievable action on what would attract/retain minority ethnic academics? • Participant saturation: same people contribute to each research project. How do we capture the views of those not wanting to be labelled as BME? • What are the priority areas? 16