Page 32 - Race Equality in Education Pocket Book

• Do parents understand the UCAS application process, financial

options, support facilities, travel implications, how the HE system

works etc?

• 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.

• 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.

• Fair marking practices should be implemented. This might
include clear and transparent assessment guidelines; offering a

choice of assessments; providing exemplars of top scoring

assignments. In addition, assignment briefs should always be

undertaken in the context of a discussion-based activity.

• 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.

• 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.

• 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.

• Train up your students to be interpreters at key events such as

parents’ evenings.

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