Discussing ways to retain BME students in the current HE climate.

1. BTAG:BEATING THE BME
ATTAINMENT GAP AT SOLENT
Pr o f J e n n y A n d e r s o n , A l e x a n d r a B a n k s & / D r Re b e c c a
M a i n a

2. CONTENT
1. BME STUDENT DATA.
2 OUR STRATEGY TO CLOSE THE ATTAINMENT
GAP
3. HEFCE CATATLYST B PROJECT SAP2.
4. CASE STUDY
.
.
B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 2

3. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 3
ETHNICITY AT SOLENT
2 0 1 4 - 1 5 . U K D O M I C I L E D S T U D E N T S
639 (44%) students are black
329 (23%) students are Asian
327 (22%) students are mixed race
123 (9%) students are other
31 (2%) students are Chinese.
Total BME students: 1449 (19%).

4. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 4
BME ATTAINMENT GAP
• Solent: 23.8%
• UK: 15.3%

5. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 5
BME NUMBERS & ATTAINMENT GAP
BY SCHOOL
• MSE 43 15%
• SBLC 541 21%
• SHSS 281 22%
• MAT 370 25%
• ADF 248 33%

6. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 6
“
‘Even after controlling for the majority of factors which we would expect to have an impact on
attainment, being from a minority ethnic community (except the “Other Black”, “Mixed” and
“Other” groups) is still statistically significant in explaining final attainment, although the gap
has been significantly reduced.” (p3)
Broecke, S and Nicholls, T (2007) ‘Ethnicity and Degree Attainment’, Department of Education and Skills – analysis of Higher Education Statistics Agency (HESA) data 2004/05.
“… however appealing it might be to identify one single major cause that could explain the BME
attainment gap, all the evidence points to a complex range of differently connected factors being
at play such as: previous educational experiences; curriculum content and design;
teaching, learning and assessment approaches; the learning environment; and direct and
indirect racism.” (p24)
Singh, G (2009) ‘A Synthesis of research evidence. Black and minority ethnic (BME) students’ participation in higher education: improving retention and success.’
AN INCLUSIVE APPROACH

7. R R eport to HEFCE by King’s College London, ARC Network and The University of Manchester (July 2015)
‘Causes of Differences in Student Outcomes . ’
7
• Recognised and championed
• Pre-entry to employment/study
• Rational well communicated
• Evidence based interventions
• Inclusive approach with
students
BME SUMMIT: 10 GUIDING PRINCIPLES
• Empower staff confidence
• Evaluate and communicate
• Mainstream where possible
• Provide safe discussion space
• Set local teaching targets

8. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 8
• Reviewed the literature, reports and surveys
• Attended national conferences
• Visited 2 sector leading HEIs
• Small working group; steering group in July.
• Strategy approved and monitored.
• Run drop in & inclusivity sessions.
• Key part of our Access Agreement
What have we done so far?

9. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 9
HEFCE Catalyst Fund:
Addressing Barriers to
Student Success – SAP2
University of Derby
Solent University
University of West London
2 years

10. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 0
• With more than 10 BME students
on it (5 in MSE).
• Starts in September
• Selected by Directors this year
or in the pilot.
• We have a spread across the
University.
• THANK YOU!
40 UNITS

11. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 1
HEFCE Catalyst Fund: Addressing
Barriers to Student Success
Stage 1 -
March to May 2017
PILOT 2 interventions on 10 units at 3 HEIs – 30 units .
Stage 2 -
Sept 2017 to May
2018
UoD –60 units SSU and UWL0- 30 units = 120 units
Project is also rolled out across Solent. Optional. Target 100 units
Stage 3 -
June/July 2018
Using appreciative inquiry identify which working practices best
support interventions..
Evaluation Independent evaluator providing feedback throughout: focus delivery,
quantitative evidence of impact supported by qualitative evidence through staff
interviews and student focus groups.
Dissemination Sector conference, workshops within each partner HEI and through UDOL.

12. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 2
I N T E RV E N T I O N O N E
• Hand out assignment
• Small groups of students
consider the assessment criteria
and assignment spec
• Groups prepare questions
• Lecturer shares answers with the
cohort.
U n d e r s t a n d i n g t h e a s s i g n m e n t

13. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 3
Written
Exam?
Presentation?
Artifact?
Performance?
Portfolio?
Groupwork?
INTERVENTION 2: FIT TO SUBMIT CHECKLIST

14. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 4
ALSO ROLLING THIS OUT ACROSS SOLENT
W O R K I N G V E RY C L O S E LY W I T H S LT I W E W I L L .
• Embed ‘Understanding the assignment’ in SOL
• Use the SOL ‘Checklist’ tab for the checklist
• Raise awareness anywhere we can.
• Incorporate in PGCTLHE and STLI sessions.
• Include BME attainment data in course retention reports (X3)
• Promote unconscious bias training.
OUR TARGET IS 100 UNITS
.

15. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 5
• The Freshfields Stephen Lawrence Scholarship Scheme is designed
to address under-representation in large commercial law firms of
black men from low-income households.
• The scheme is aimed at first year law students.
• This year two students from Solent applied for the scholarship.

16. B M E a n d d i s a b l e d s t u d e n t s : C l o s o n g t h e a t t a i n m e n t g a p 1 6
T h a n k y o u ; a n d f e e d b a c k
p l e a s e