Page 25 - Race Equality in Education Pocket Book

• Students should be provided with examples of good coursework

at different levels, given opportunities to mark themselves and

each other and be involved in designing induction programmes.

• Level the playing field for staff recruitment and promotion by

anonymising application forms, removing names and universities

attended (A disproportionate percentage of White students go to
Russell Group universities due to bias within the recruitment

processes).

• Review teaching and learning to provide a more inclusive

curriculum and experience. Ask yourself: Can students see
themselves in the images, stories, case studies and names used

in resources? Are they shown in a positive light which challenges

stereotype?

• The curriculum should be made relevant to all students, related
to and using the students’ experiences. Areas such as reading

materials and theoretical input should include non-White, non-

Western perspectives. Currently only 1% of published children’s

books have a BAME main character.

• Fair marking practices should be implemented. This might

include: clear and transparent assessment guidelines; offering a

choice of assessments; providing exemplars of marked work and
paired marking.

• Publicise any networks or alliances you have with BAME

organisations and businesses as well as organisations known for

being inclusive. Publicise any charities you support as well.

• Mark key events that celebrate BAME cultures and

achievements, such as Black History Month, Gypsy, Roma and

Traveller History Month. Ask students to help plan events and
activities to educate others. Consider inviting in guest speakers

to share their experiences.

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