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Mind the BME gap

This article by Professor Aneez Esmail explores the persistent gap in academic achievement between white and minority students in higher education. Despite controlling for various factors, ethnicity remains a significant predictor of attainment. Gender disparities and socioeconomic factors also contribute to the differences in degree outcomes. The University of Manchester's data from 2011/12 reveals disparities in degree attainment by subject areas and ethnicity, highlighting the need for targeted interventions. Recommendations include providing guidance on assessment methods, enhancing critical analysis skills, implementing early warning systems for underachievement, and offering English language support.

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Mind the BME gap

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  1. Mind the BME gap Professor Aneez Esmail, Associate Vice-President Social Responsibility

  2. What is the problem? If you belong to a visible minority you are more likely to perform less well than a ‘white’ student in HE Despite controlling for other factors which impact on attainment, we find that ethnicity is still statistically significant in explaining attainment in HE: all students from minority ethnic communities … are found to be less likely to achieve a better degree relative to White UK & Irish students – and this result holds at all levels of attainment. (Broecke and Nicholls, DfES 2007) Differences in degree attainment are also evident between women and men; women are more likely to get a ‘good degree’ NB: a ‘good degree’ equals a First or Upper Second class degree

  3. Possible explanations: • Racism • Socio-economic background • Lack of family background of university study • Prior institution and entry qualifications • Level of parental involvement/The need to work/finance • Choice of subject • Low expectations form both teachers and students

  4. How diverse is the student body at Manchester?

  5. University of Manchester – degree attainment 2011/12

  6. Good Degree Attainment by subject areas and Average A-level score

  7. – Good Degree Attainment by subject areas and Average A-level score controlling for ethnicity

  8. Quantitative evidence • Ethnicity has a huge impact on attainment levels – Asian and Black students achieve lower levels of Firsts and 2:1s • Gender was also an important factor, with females out-performing males even though males tended to have higher entry qualifications • Parental education level was a significant factor with students with HE educated parents performing better at University • The three subject areas with the highest proportions of BME students had good degree attainment levels below the University average (78.4%) and within these subjects white students outperformed BME students • In the Physical Sciences 12% of students were UK BME and there was an 8% attainment gap. Physical Sciences had the largest gap when it came to attaining Firsts (15%)

  9. Recommendations • Provide guidance on types of assessment and anonymised marking that may have specific influence on BME student achievement; • Consider critical analysis and language / essay skills development for all students; • Development of an early warning system to flag potential underachievement (attendance, failing modules); • Pilot English language testing for all students and provide support for those who need it.

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