Phoenix, February 2021 - Race Equality by AGCAS

ISSUE 162 FEBRUARY 2021

RACE EQUALITY

Addressing structural racism through careers education

How Black Lives Matter helped me connect equality and employability

Building diverse workplaces through reverse mentoring

Change the language to change the narrative

Phoenix is the AGCAS journal

february 2021 CONTENTS RACE EQUALITY

RACE EQUALITY

OPINION PIECES

HOW IS RACE RELEVANT TO

SERVICE CASE STUDIES

ADDRESSING STRUCTURAL

ENHANCING INCLUSIVITY,

TRAINING FOR CAREER

RACISM THROUGH CAREERS

BOOSTING CONFIDENCE:

DEVELOPMENT PRACTITIONERS?

EDUCATION

TURNING STRATEGY INTO

Gill Frigerio,University of Warwick

King's College London

ACTION Nottingham Trent University

CHANGE THE LANGUAGE TO

CHANGE THE NARRATIVE

DEVELOPING FUTURE LEADERS: DIVERSITY IS THE THOUGHT,

Ladan Mirzadeh Hong,

INCLUSION IS THE ACT

King’s College London, and

BUILDING DIVERSE WORKPLACES THROUGH

De Montfort University

REVERSE MENTORING

Gianina Harvey-Brewin,

West Midlands partnership:

Royal Holloway, University of London

University of Birmingham,

NO DECISION ABOUT US

Newman University,

WITHOUT US: CREATING

University College

CHANGE THROUGH

Birmingham

HOW BLACK LIVES MATTER HELPED ME CONNECT EQUALITY AND EMPLOYABILITY CONSULTATION Ellen Shobrook, University of LSE Birmingham 29

OVERCOMING STRUCTURAL INEQUALITIES TO CREATE

MISSION CRITICAL: ALIGNING

PROFESSIONAL PRACTICE WITHIN

EXPLORING THE RACIALISED

POSITIVE INSTITUTIONAL

EXPERIENCES OF BLACK

A RACIALISED CAREERS

CHANGE

STUDENTS

LANDSCAPE

The Careers Group, University

University of Leeds

of London

Steve Mowforth, Coventry University

ARE YOU SITTING

DIVERSITY BY DESIGN:

WHERE DATA LEADS,

UNCOMFORTABLY? ADDRESSING

BOOSTING BAME ENGAGEMENT

LANGUAGE FOLLOWS:

THE CHALLENGES FACING BAME

Canterbury Christ Church

DISAGGREGATING BAME

STUDENTS

University

University of Leeds

Tonia Galati, TG Consulting

STAYING ON TRACK: THE

MICRO PLACEMENTS, MACRO

ROUTE TO DIVERSITY,

IMPACT: LEVELLING THE

EQUALITY AND INCLUSION

EMPLOYABILITY PLAYING FIELD

University of Hertfordshire

FOR BAME STUDENTS

PLUS

City, University of London

TAKING A SMART APPROACH

A COLLABORATIVE

TO A TARGETED

APPROACH TO DELIVERING

EMPLOYABILITY

BME-FOCUSED ACTIVITY

INTERVENTION

University of Nottingham

St Mary's University

INTRODUCING THE NEW AGCAS EQUALITY, DIVERSITY AND INCLUSION ADVISORY

STRENGTH IN NUMBERS:

THE ROAD TO ELEVATE:

BUILDING DEDICATED

BUILDING A TARGETED

SUPPORT FOR STUDENTS OF

ACCELERATOR PROGRAMME

COLOUR

Kingston University

GROUP

RESEARCHER’S DIGEST Race equality in careers and

Leeds Beckett University

employability work

BLACK FUTURES MATTER: ENHANCING TARGETED ACTIVITY THROUGH COLLECTIVE ACTION University of Leeds

RESPONDING TO THE CHANGING NEEDS OF STUDENTS AND GRADUATES JISC and Prospects services

Phoenix is the digital journal of AGCAS, the Association of Graduate Careers Advisory Services. It is published three times a year.

To find out more about AGCAS, see www.agcas.org.uk

Created in-house by AGCAS, based on an original design by Marcom www.mar-com.net

PHOENIX EDITORIAL GROUP

message from the EDITOR AGCAS members have long been committed to addressing the challenges facing Black, Asian and ethnic minority students as they transition out of higher education and into the world of work. Targets set through existing access and participation plans to close the attainment gaps observed in degree awards and graduate outcomes have placed expectations on institutions and, in turn,

Jenny Hammond

university careers services and the professionals that work within them.

Liverpool John Moores University

For many, the events of 2020 and the resurgence of the Black Lives Matter movement has sparked further momentum and presented the opportunity for bolder and braver institution-wide targeted action. Over the next few pages, we

Lisa McWilliams

profile the work taking place within university careers services across the country,

Keele University

often as part of a whole-institution approach, to address race inequality.

There is broad recognition of the need to review language and terminology.

Suzie Bullock

Voices rejecting the term ‘BAME’ are growing in number and prominence. There

University of Leeds

are calls to move away from the labels and acronyms that, in grouping individuals together within one generic category, fail to acknowledge the intersecting identities and nuanced experiences of students from different ethnic

Ellen Shobrook University of Birmingham

backgrounds. AGCAS members’ awareness of the need to address the unique challenges facing a diverse student body has informed the development of tailored careers and employability interventions, specific to the needs of different groups.

Rebecca Valentine The University of

In this issue, you can read how university careers services are delivering targeted

Edinburgh

support to Black, Asian and ethnic minority students by:

Building careers provision around lived experiences, empowering students

Mary Macfarlane

to recognise and promote the value in their difference

Leeds Beckett University Listening to and championing the student voice to co-create initiatives supported by relatable role models and mentors

Kate Robertson University of Aberdeen

Recognising and removing existing barriers to student and graduate engagement, tailoring resources to optimise reach and impact

Emma Hill

Engaging with employers who are genuine about recruiting and developing

Edinburgh Napier

a diverse workforce, challenging those whose commitments fall short

University Facilitating opportunities for all stakeholders to have honest discussions about the realities of employability and race.

Sarah Brown University College Dublin

In addition to case studies from AGCAS member services, this issue also features a number of opinion pieces, offering reflection on the implications of the recent wave of Black Lives Matter activism for the delivery of careers, education, information, advice and guidance (CEIAG).

University careers services are looking at their own structures and staff development practices too. Safe spaces are being provided for colleagues to learn and gain confidence in supporting students and graduates from different ethnic backgrounds. Internal race equality working groups and staff networks have been established, drawing on a diverse range of perspectives and voices to challenge and transform existing organisational cultures.

As outlined in several articles, student and graduate engagement can be reframed when they see people like them in interactions with careers and employability professionals, alumni and employers. Ultimately, we need to examine equality and diversity within the careers profession. In response to the calls for membership bodies within higher education to scrutinise the profile of their own workforce and to publish their membership data, AGCAS is exploring ways to gain a better understanding of the make-up of the higher education careers profession. This will create an evidence base upon which to build. As part of this work, we have recently created the AGCAS Equality, Diversity and Inclusion Advisory Group. The group is composed of representatives from across the membership, united by an enthusiasm to effect positive change for our profession. You can read more about the group’s guiding principles and how these will shape the future work of AGCAS to ensure inclusivity is at the heart of our activities.

The drive to support Black, Asian and ethnic minority students has become ever more pressing under the cloud of Covid-19. There is still much work, listening and learning to be done. The examples featured within this issue are far from being a panacea for eliminating entrenched racial inequality. Ongoing, meaningful and constructive conversations about race and racism are critical to dismantling the structural barriers facing students and graduates.

While some of the initiatives featured in this dedicated issue of Phoenix are still in their infancy, there is hope that the action taking place across the sector is starting to have an impact. The task at hand is to ensure that the sector’s response, and all the work developed to date, provides the firm foundation for professional practice that gives all students and graduates from Black, Asian and ethnic minority backgrounds fair opportunities to fulfil their potential and realise their ambitions.

Gemma Green

Editor

The first question is hard to answer, as there is no data source that provides a breakdown by ethnicity of the career development profession, or higher education practitioners as a subset. Professional bodies have not thus far been collecting this data.

how is race relevant to training

However, we know that higher education has a problem attracting, retaining and promoting BAME staff and this extends to professional services as a whole.

LISTENING TO EXPERIENCES

FOR CAREER DEVELOPMENT

In line with this, participation in our Career Education, Information and Guidance in Higher Education (CEIGHE) programme from minoritized staff is slightly lower than the UK population might lead

PRACTITIONERS?

us to expect. Hearing the specific experiences of BAME practitioners underlined the importance of this as the lack of representation, particularly in senior positions, was repeatedly mentioned. On the flipside, our research participants spoke of how their shared ethnicity

GILL FRIGERIO, Associate Professor at the University of Warwick’s Centre for Lifelong Learning, shares headline findings from a research project that looked

with some clients completely reframed student engagement and allowed for distinctive niches to be developed. This was a refreshing alternative to the focus on barriers and deficits that can bedevil careers provision, gained by listening to the experiences of

at the experiences of BAME students undertaking career development programmes at Warwick.

minoritized practitioners in their working lives and as students of career development.

In a labour market where Black, Asian and minority ethnic (BAME) people experience structural disadvantage and an education

DEVELOPING ANTI-RACIST PEDAGOGY

system with clear gaps in attainment, career development practitioners are in a pivotal position. Working with all

Drawing on interviews with current and recent students, and having

stakeholders – students, institutions and employers – we are

reviewed progression data and relevant literature, we conclude that

uniquely placed to advocate, challenge, support and enable.

there is a need to take culture, race and racism seriously on career

How able are we as a profession to do this?

development professional training programmes. The nuance in our data shows the importance of viewing race as one of a range of

[We recognise that ‘BAME’ as a term conflates a wide variety of different experiences and we use it with some trepidation. We also note there is no consensus on language and that many of the students we spoke to used this term themselves. We think this needs further discussion, along with the wider issues that language represents.]

intersecting identities. Whilst our students often appreciated being enabled to extend their work to consider race, we propose further consideration of change to both pedagogy and curriculum to be more intentionally anti-racist. We can explicitly require a critique of the traditions of career development theory to explore how they might be relevant to the widest possible client groups. We can also ensure we diversify our materials and readings to make sure we are including a range of scholarly and practitioner voices. This extends to

EXAMINING THE PROFESSION

the case studies and sample resources we use – where this has been done over recent years, students have noticed and appreciated it.

We began our exploration from a couple of different angles. First, how representative are we? The presence, and experience, of careers professionals from differing backgrounds is undoubtedly linked to our ability to engage and work effectively in this area and engage with clients of colour. And second, how well is the profession as a whole able to work skilfully and effectively in ways

By modelling this on our courses we know that all practitioners (not just minoritized ones) can include it in their practice too. Next steps include creating ways to discuss this with all practitioners, so we can really fulfil that potential leverage we claim for our sector. Race has to be seen as relevant to all of us to do that.

that address some of the barriers our clients may experience? This relates to both the theoretical basis for our practice and the way in which the majority of white practitioners learn to practice in ways which challenge racism.

g.frigerio@warwick.ac.uk

We propose further consideration of change to both pedagogy and curriculum to be more intentionally anti-racist PAGE 7

PAGE 6

change the language BAME creates a sense of 'otherness'

TO CHANGE THE NARRATIVE

and can be

particularly challenging for those who identify as mixed heritage. Dr Mónica Moreno Figueroa, a Senior Lecturer in Sociology at the University of Cambridge, presented at the QTI Coalition of Colour on this subject and said “…you aren’t seen as mixed race, you are just Black. In the UK it depends on what you pass as”.

BAME includes so many different ethnicities, each with their own identities, challenges and circumstances, that data can be inaccurate and misleading when reporting on the group as a whole. To take the example of Covid-19, the headlines tell us that BAME groups were at higher risk of hospitalisation and death than their White British counterparts. However, a closer look at the data revealed that Black Caribbean

LADAN MIRZADEH HONG, Widening Participation Careers Consultant at King’s College London, and

groups had a 30%, Pakistani groups 50% and Bangladeshi groups an 80% increased risk of death

GIANINA HARVEY-BREWIN, Head of Operations and

(Disparities in the risk and outcomes of Covid-19, Public

Employer Programming at Royal Holloway, University of

Health England, 2020). This vast difference between

London, discuss the challenges in applying standard

groups should make for more targeted responses. Simply

definitions to describe different ethnic groups. Here, they

reporting as BAME does not protect those at significantly

report on institutions who are reviewing the language they

more risk.

use when communicating with students and stakeholders.

THE PROBLEM WITH BAME

CAPTURING STUDENT OPINION

The problem with BAME was beautifully illustrated by the Rt Hon

The question remains: what language is best and most

Matt Hancock MP in an interview with Sky News in June 2020,

appropriate to connect with students when discussing ethnicity,

when he was asked how many Black people were in the current

and how can we engage underrepresented groups with our

Cabinet. He responded, “there’s a whole series of people from

services? Of course, no one has the perfect or universal answer

a Black and minority ethnic background,” seamlessly switching

for this, but we have observed some great initiatives from within

between terms that were far from interchangeable. Too often we

the AGCAS community of how to get started.

see this mistake made both in data reporting and in our communications. Rejection of the term BAME is growing in

In the spirit of co-creation, some career services have sought to

number and prominence. A summary of some of the arguments

capture student opinion on the language they use to describe

are:

different ethnic groups. Two methods we particularly liked were a student survey (conducted in partnership with the Students’

BAME is often used when ethnicity is unknown or not specified, bypassing unique identities. It doesn’t appreciate

Union) and a student focus group (conducted within the careers service). Both resulted in increased participation from the target student groups; by securing buy-in at the design stage, students

specific communities, their underrepresentation and the were able to easily identify the services that were designed experiences they face. specifically for them.

Rejection of the term BAME is growing in number and prominence PAGE 7

MINDFUL LANGUAGE: EXAMPLES OF STUDENT FEEDBACK

Dos

Don'ts

Use capital letters when referring to ethnic groups, for Use 'race' instead of 'ethnicity' example "In comparison, Black staff felt..."

Spell out acronyms if you really need to use them

Forget that ethnic minorities include White minorities

Use the term 'ethnic minorities' rather than BAME or Use the terms 'Non-White' or 'Non-Black' BAME people

Use only the language that is necessary to the context

Use the term minority if you can help it

Be as specific as possible: when writing about a group, refer to the specific group

Synonymise ethnicity with nationality

Ensuring that mindful language is used across the service requires some structural changes

COMMITMENT TO CHANGE

VALUING DIFFERENCE

Ensuring that mindful language is also used across the service

It is important to show that we value difference in our own

requires some structural changes. We have observed some

community and strive to better understand how language plays an

careers services who have demonstrated real commitment to this

important part in our work as careers professionals, particularly so

change through the setting up of working groups (or champions in

when engaging and interacting with all students from marginalised

smaller teams) to review language used in both advertising and in

backgrounds.

careers delivery. There are some great examples of language policies that services have now adopted to outline best practice,

Language is nuanced, it is always evolving, and context is also

provide guidance on how to engage with students and ensure

important. It is crucial to acknowledge, act on and be open to

consistency.

listening to those from these marginalised backgrounds. Moving away from ‘deficit’ terminology such as ‘non-white’ is equally

However, it is not enough to simply use the right words in

important. In doing so, the outcome will not only benefit students

isolation. Services need to develop tailored pathways that support

from marginalised groups, but everyone that careers team engage

different student groups through their career journey. Drilling

and interact with.

down into the data can help with this. Moving beyond the idea of a ‘BAME students toolkit,’ more services are producing more granular programmes, which address the issues rather than the demographic. This can be as simple as making an effort to highlight diversity-focused vacancies on social media, increased

It is important to show that we

representation in events programmes, or segmenting communications to different student groups.

value difference in our own community and strive to better understand how language

ladan.hong@kcl.ac.uk

plays an important part in our gianina.harvey-brewin@rhul.ac.uk

work as careers professionals

PAGE 8

how Black Lives Matter helped me connect EQUALITY AND

Seeing people literally risk their lives to protest during a global pandemic was a shockingly effective

EMPLOYABILITY

wake-up call

RISKING LIVES TO PROTEST

Before Black Lives Matter, I will admit I was woefully unaware (or wilfully ignorant) of the extent to which structural racism

ELLEN SHOBROOK, Educational Development

pervades our society, comfortably cocooned by my white

Coordinator (Personal Skills Award) at the University

privilege. Seeing people literally risk their lives to protest during

of Birmingham, offers a personal account of the

a global pandemic was a shockingly effective wake-up call,

fallout from the Black Lives Matter movement. Here, she reflects on her institution’s initial response to the events of the summer and how observing the changes

and I began to work harder to understand the issues and become actively anti-racist.

As I began to read more, one of the concepts that really struck

that followed has been a humbling and professionally

me is the importance of making a clear distinction between the

empowering experience.

intent and the impact of our words and actions. It can help us to overcome our white fragility and defensiveness in conversations about race, and open opportunities to really listen to Black

Like many others, I have been experiencing something of a personal career crisis. The pandemic has forced us to question the value of our respective roles and explicitly label whether our jobs are ‘essential’, as well as exposing the vast inequalities that

experiences. I think this particularly resonated with me as I saw it play out in the response of my own institution to Black Lives Matter and demonstrated what is possible when we can acknowledge this distinction.

plague our society.

Although I have a decade of experience as a careers professional, and have spent the last three years working in equality, diversity and inclusion (EDI) by co-founding and cochairing a Women’s Network at my institution, I suddenly found

RISKING LIVELIHOODS TO PUSH FOR CHANGE

myself struggling to identify meaning and worth in what I do, often daydreaming about finding a new role as a key worker. The Black Lives Matter movement has helped me rediscover a sense of

Universities clearly have a genuine desire to tackle race inequality

professional purpose, by helping me to connect the dots between

(and all inequalities). However, this is often coupled with a lack of

my EDI and careers work, but also as a result of being hugely

diversity in senior leadership, and therefore a lack of lived

inspired by everyone who is working to further equality in the

experience or real insight into what would create meaningful and

workplace.

effective change.

After the brutal murder of George Floyd, my institution put out a staff statement in response (with good intent). Unfortunately, it was felt by

Senior leadership at my institution listened and

many members of staff that neither content, tone, or timing effectively conveyed the urgency or importance of the Black Lives Matter movement (the impact was counter-productive).

created opportunities to Two things then happened. Firstly, colleagues in The Race Equality

hear the lived experiences of racism in our community

Staff Network spoke up to represent the thoughts and feelings of network members, effectively creating a challenge to senior leadership. Secondly, senior leadership at my institution listened and responded, by creating opportunities to hear the lived experiences of racism in our community.

PAGE 9

INDIVIDUAL AND INSTITUTIONAL

CONNECTING EDI WORK TO

IMPACT

EMPLOYABILITY EDUCATION

Observing this unfold in my own workplace was both humbling and empowering. Black colleagues were expending emotional labour and taking on a significant degree of professional risk (at a time when employment is perhaps more precarious and uncertain than ever) in order to ask those in positions of power to do better, and to recognise the unintended impact of their approach. And those in power were listening and responding.

Reflecting on all this has not only helped me to rediscover meaning in my role as a staff network co-chair, it has also helped me to connect the dots between working in EDI and being an employability educator. I realised that we need to identify how to equip future graduates with the courage and skillsets to shape the culture of the organisations they go on to work for, and empower them to push for equality and social justice within their small corner of the world (perhaps, for example, by joining or creating staff

The actions of the individuals within the Race Equality Network at

networks of the future).

my institution have tangibly moved the EDI agenda forward. This will benefit all staff network groups and equality areas by generating a sense of urgency and a culture of accountability on race equality (and subsequently, other intersecting equality/identity areas) that did not previously exist in quite the same way. As such, we are all indebted to these individuals – just as all global citizens are indebted to the Black Lives Matter protesters (whether they realise it or not). It has also made me realise beyond all doubt that those of us who hold other forms of privilege (especially white privilege) have a responsibility to take

There is clearly much work to be done on understanding how exactly we go about this. For me, a good starting point might be broadening the definitions of ‘professionalism’ and ‘cultural awareness’ to acknowledge how far Black Lives Matter has changed the way we approach conversations about race. Ultimately, we need to support the development of a more critically conscious graduate – one who is empowered to question, critique and challenge their employer on EDI issues, to create a better workplace (and ultimately a better world) for us all.

on more of the emotional labour and professional risk involved in pushing for equality in all its forms.

E.shobrook@bham.ac.uk

We need to support the development of a more critically conscious

Connect with Ellen on LinkedIn

graduate – one who is empowered @ellenshobrook

to question, critique and challenge their employer on EDI issues

PAGE 10

mission critical: ALIGNING PROFESSIONAL PRACTICE WITHIN A RACIALISED CAREERS LANDSCAPE

STEVE MOWFORTH, Knowledge and Diversity Specialist at Coventry University, proposes that the recent wave of Black Lives Matter activism has sparked a new popular consciousness around racial inequality and considers implications for the delivery of careers education, information, advice and guidance.

I sense that for many people of colour, increasingly mainstream

ALIGNING OUR PRACTICE

support for the Black Lives Matter (BLM) movement is giving voice to a lived experience of structural disadvantage. Relatedly,

We might begin by exploring concepts such as white privilege, white

people in the white majority are increasingly open to examining

sanction, allyship, fragility, microagression, lived experience and

their unearned privilege and to processing associated feelings of

structural racism, which are increasingly entering the consciousness

fragility.

of the mainly young people we serve. Peggy McIntosh’s 1988 Invisible Knapsack exercise and the $100 Race on YouTube are a good introduction.

GROWING AWARENESS Many contemporary and accessible books on racial inequality examine these dynamics as played out in the lived experience of BLM has shone a light on normalised and structural racism lying

many – but by no means all – people of colour. Bookshops feature

just below the surface, of which many of us were barely

publications with titles such as White Fragility (Robin DiAngelo), Why

conscious. Many of the organisations we associate with

I’m No Longer Talking to White People about Race (Reni Eddo-

professionally are aligning themselves with the spirit of the BLM

Lodge), and Me and White Supremacy (Layla Saad), along with

movement, often through public statements. It is apt that in their

more biographical narratives such as Natives (Akala). Similarly,

2020 Tackling racial harassment in higher education report, UUK

mainstream film and TV are increasingly reflecting the lived

recommends increasing “… staff and students’ understanding of

experience of people of colour, BBC1’s Small Axe being one

racism, racial harassment and microaggressions and white

example.

privilege” and developing “…training opportunities from an antiracist standpoint and encapsulating concepts of white

Another kind of developmental activity could be based around the

privilege, fragility and allyship…”.

concept of unconscious bias. Although intuitively appealing, this approach as a training intervention has been subject to criticism. A

There is a growing awareness that racism is engrained in societal

particular objection is that, while it does encourage people to reflect

structures and that it affects everyone. Given that career

on their own biases, there is a lack of evidence that the learning is

development is integral to these social systems, our mission needs

effective in real-world situations. Importantly, the idea that one’s

to reflect our role in helping clients to navigate an intrinsically

biases are beyond one’s conscious control may mean that

racialised careers landscape. Consequently, our practice should

discriminatory behaviour is normalised. What is more, organisations

be aligned accordingly.

may consider it a tick-box solution. However, this is not to reject the concept of unconscious racial bias itself. Channel 4’s documentary The School That Tried to End Racism provides fascinating insight into the concept of unconscious bias.

PAGE 11 PAGE 10

Our mission needs to reflect our FRESH AWARENESS

role in helping clients to navigate an intrinsically racialised career landscape

BLM has ignited a fresh awareness around the nature of structural racism and our professional mission needs to take account of that. There are many developmental approaches that we could adopt in aligning our practice with the lived reality of many people of colour.

Another developmental approach is that espoused by AfricanAmerican life coach, meditation teacher and author, Ruth King, in her 2018 book Mindful of Race. The method aims to help anyone living in a racialised society to “examine with fresh eyes the complexity of racial identity and the dynamics of oppression”. King’s mindfulness approach is applicable - in different ways - to

I accept that there is controversy around the dynamics I have discussed, but as a privileged white male I find myself reflecting on the evidence for ubiquitous white privilege in our society and, by extension, the careers landscape. BLM has helped show us that we need to hear the lived experience of people of colour and to find ways to be actively antiracist in our work.

everyone.

Given that some of the clients we see will be actively engaging with BLM and other social justice movements, we might consider how we can support students as activists in articulating their

s.mowforth@coventry.ac.uk

experience to prospective employers. A relevant resource is the work of Anne Delauzun at the University of Reading, whose focus is on delivering career learning interventions “informed by

Connect with Steve on LinkedIn

perspectives on social justice”.

DIFFERING VIEWPOINTS

While for some it may be that this contemporary interpretation of racial inequality stems directly from academia, for most of us it is more likely through exposure (directly or via the media) to the

BLM has helped show us that we need to hear the

increasingly mainstream expression of lived reality of many people of colour. Whatever the source, the particular notion of racial inequality

lived experience of people

I am considering here evokes discussion around a range of viewpoints.

of colour and to find ways

It is important to acknowledge that not all people of colour recognise

to be actively antiracist in

these dimensions of racial inequality in their own experience or see disadvantage in these terms. In addition to race, it is clear that

our work

dominant group privilege plays out in many other equality, diversity and inclusion contexts, and that intersectionality is an important consideration.

One contested view is that we are effectively living in a post-racial age, implying that racism is more incidental than structural (Murray 2018; Bhopal 2018; Siddique 2020). Another surrounds understanding, impact or undesirable consequences of the notion of white privilege (Lough 2020; Murray 2020; Cowdrey 2020). Then, there is a discussion concerning the notion that associating racial disadvantage with white-biased power structures may serve to perpetuate rather than address racial inequality, some questioning the existence of institutional racism (Mirza 2017; Walker, Siddique and Grierson 2020). Yet another is around the idea that social advantage has swung in favour of minority ethnicities to the detriment of white people (McKinstry 2007; Payne 2019).

PAGE 12

are you sitting uncomfortably?

Everyone involved in HE now has the opportunity

ADDRESSING THE

to embrace the changing

CHALLENGES FACING

social winds and up their game

BAME STUDENTS

TONIA GALATI, Director at TG Consulting, reflects on the challenges facing BAME students and calls on We specialise in employability, student engagement and social

institutions to seize the opportunity

mobility. We also employ students who tell us exactly how it is.

presented through the Black

This puts us in rather a unique position: we can see what students need, and we can see what universities are offering. We can then

Lives Matter movement to commit to

find ways to navigate the chasm that often exists between the two.

inclusivity and positive change.

BEYOND THE TICK BOX

Missed opportunities, lack of accessibility and social separation are among the many challenges that students have had to face in 2020. If that sounds like a prelude to another Covid-19 story, it isn’t: these

First, the good news: many universities have submitted Access and are

the

challenges

that

BAME

students

have

face

every

day, Participation

global pandemic or not.

Plans

the

Office

for

Students

(OfS),

which

Of course, things have been made worse demonstrate commitment to improving equality of opportunity. But

by the coronavirus. And thanks to the heightened global awareness how many institutions are truly invested in these interventions being of racial injustice that the Black Lives Matter movement has created, part of the norm, as opposed to tick-box exercises? This needs to the disproportionate impact of Covid-19 on BAME communities has be embedded into everyday university and student life, something been laid bare. that

should

given

its

due

consideration

one

the

foundations for the student experience.

CHANGING SOCIAL WINDS

step

one

for

learning

establishments

basic

‘getting

your

house in order’, the next is to follow the lead of those universities

Institutions are being urged to rise to the occasion and tackle the problem

head

on.

Whilst

most

universities

have

always

provided

some form of targeted support for their BAME students, everyone involved in HE now has the opportunity to embrace the changing social

winds

and

their

game.

This

can

help

widening gap within education and employability.

PAGE 13

reduce

the

ever-

that deliver targeted interventions and who help to break down barriers for students. How do they do this? By considering the key issues

that

repeatedly

crop

when

students

from

communities are asked to open-up about their challenges.

BAME

Addressing the challenges facing BAME students CONFIDENCE: Life as a student can be hard, but doubly so when you’re a BAME student. Think about the ways you can instil confidence in all your students, but especially among those where it is visibly lacking.

ASPIRATIONS: People from BAME communities often have their expectations lowered because of an ingrained belief that they will find life harder than others, and that their opportunities for success will be diminished. Find ways to challenge this notion and encourage them to aim high.

ROLE MODELS: Role models and mentors can have a powerful effect on BAME students. Seeing someone relatable talking about what they have achieved can be highly motivational. Look to your community and alumni for suitable candidates.

A SENSE OF BELONGING: Everyone has a right to be their own unique self, within both a work and an education setting. Encourage students of every race to embrace their individuality and celebrate successes. Create safe environments and normalise conversations around race and equality.

DIVERSE CAREER CHOICES: If the organisations represented on campus are not ethnically diverse, it’s easy to see what kind of message that sends out to BAME students. Look to address this with your employer contacts and champion individuals of all backgrounds. In addition, how diverse is your careers team, and your academic departments?

TURN THE SPOTLIGHT ON THE UNIVERSITY: When it comes to diversity and acceptance, universities will only flourish if they really drill down into the challenges their students experience. Universities should get comfortable with feeling uncomfortable – which seems only fair, as many BAME students feel uncomfortable all the time.

CONSIDER THE LANGUAGE YOU USE: : How inclusive are you, really? On a related note, ask if you address stereotypes and unconscious bias.

USE YOUR ASSETS: Work with the very people who have chosen to learn with you, get them involved in finding ways to answer the challenges they face, and work in partnership with them to find solutions.

GOLDEN THREAD

Entering 2021 with a serious commitment to inclusivity should lead to positive change. It’s OK not to have all of the answers, but success will only come by taking an all-encompassing, institutional approach.

The world is turning. The employers that current students will end up working for will likely be addressing diversity and inclusivity shortcomings of their own, too. By working with employers and with students, we can help weave a golden thread through every student’s entire educational and career journey.

tonia@tgconsultingltd.co.uk

www.tgconsultingltd.co.uk

Connect with Tonia on LinkedIn

@ConsultingTg

The Student Sessions

RE:Action 24/7

PAGE 14

Students from marginalised groups must have a voice in

addressing structural racism through

the accountability structures we create

CAREERS EDUCATION

LADAN MIRZADEH HONG, Widening Participation Careers Consultant, and JALAL AFHIM, Careers Consultant, at King’s College London, reflect on the work underway in King’s Careers & Employability to address labour market inequalities through careers education. They describe how the Black Lives Matter movement has brought racial justice into focus within their institution and led to initiatives addressing the participation, representation and outcomes of Black Asian and Diverse Heritage students.

In recent months, the discourse on racism and structural inequalities has become part of the mainstream. Universities have published statements on allyship and anti-racism and titles like Why I’m No Longer Talking To White People About Race have been flying off the shelves. It is as though a great pent-up energy has been released.

In King’s Careers & Employability, the team have been working hard to channel this energy by building our capacity and improving our support for students from Black, Asian and Diverse Heritage (BADH) backgrounds. [In this article, we have chosen BADH to replace the ubiquitous BAME acronym, which positions people of colour as a minority and which staff and students alike have criticised as being reductive and othering. We recognise that

Institutions do not change

problems remain with this term though; neither BAME nor BADH are a distinct group and any such term does not reflect the range of experiences of those that it describes.]

PAGE 15

quickly or easily

FORGING A NEW PATH

To avoid recycling institutional approaches that signal ‘more of the same’ to students, we have adopted some guiding principles that we felt were important.

BUILD NEW INITIATIVES AROUND LIVED EXPERIENCE Our senior leadership team has listened to staff with lived experience of racism. They have heard them and trusted them to take the lead. This meant giving space to team members and providing support and encouragement, rather than directing. The introduction of student-facing initiatives in term one included a Navigating Race & Identity in Your Career event, where a panel of early career professionals from BADH backgrounds shared their experiences of structural inequality and advice on navigating through it. We were pleasantly surprised how eager students and panellists were to share their experiences and concerns in the space created by this event. Various themes emerged from these discussions, including code-switching and invisible barriers. A number of our staff commented on how valuable they found these insights.

BRING THE STUDENT VOICE IN AT THE DESIGN STAGE We are developing ways to embed the student voice in the design and evaluation of our interventions. This has included assembling a Staff/Student Career Council in the School of Bioscience Education and embedding Student Career Ambassadors in the Faculty of Natural and Mathematical Sciences. These approaches are bespoke to academic faculties or departments and led by the career consultants who know their departments and student cohorts best. The staff/student careers council is currently shaping a series of careers lounges, which address the needs of students who may lack the confidence to book one-to-one appointments, while the career ambassador programme actively involves students in leading skills development initiatives.

COURAGEOUSLY ADDRESS THE LEARNING AND DEVELOPMENT NEEDS OF THE TEAM We use the term ‘courageous’ because we first had to acknowledge as a team that there was a gap and that discussing it made many of us uncomfortable. We have been able to make progress because our approach has been both kind and unflinching, and because our senior leadership team modelled the behaviour. A SharePoint site was set up to share information on Black-led businesses, thought-leaders to follow on social media, and art/cultural content examining themes of equality, equity and diversity. In addition to this, staff-led ‘lunch and learn’ sessions on facilitating safe virtual spaces helped us develop our practice in an identity-informed way. Carrying out work on our mindset and ways of working first meant that we have been able to weave equality and diversity into the different strands of activity within the service, from employer engagement and student awards to IAG.

THE LONG ROAD AHEAD

We hope to build on our early work by ensuring student participation and feedback becomes an integral part of our work; students from marginalised groups must have a voice in the accountability structures

ladan.hong@kcl.ac.uk

we create. Inequality is intersectional and by addressing oppressions, everybody stands to benefit. However, we need to be clear that in

Connect with Jalal on LinkedIn

addressing racial inequalities, we are not minimising other types of marginalisation; we are creating spaces and a culture where they can all be voiced and addressed.

Institutions do not change quickly or easily. Awareness of the broader strategic goals and drivers operating within the institution will be necessary if we want to create change. We will need to be unflinching in our ability to interrogate our own assumptions and practices. The impact of the recruitment and promotion practices of employers are also

We will need to be

an important part of the picture. Our role in influencing employers is not always clear and will need to be balanced against our need for their engagement or the income they generate. Most importantly, we need to tap into the collective and varied experience of the team. Support from senior leaders is necessary, as are safe spaces for staff to be vulnerable

unflinching in our ability to interrogate our own assumptions and practices

and learn. We will need to join all these dots, and more, in order to achieve this and deliver on our commitment to allyship and anti-racism.

PAGE 16

VANESSA Leicester’s

HAYE, Future

ground-breaking

Project

Manager

Leaders,

discusses

initiative

from

how

for this

Montfort

University’s Careers and Employability Service is creating more Black, Asian and minority ethnic (BAME)

role

models

among

business

leaders,

driving a cycle of inclusion and business success

developing future leaders:

in the city.

DIVERSITY IS THE THOUGHT, INCLUSION IS THE ACT

The resurgence of Black Lives Matter (BLM) reminds us of the barriers to employment faced by BAME graduates. The legacy of injustice

CO-CREATION AND COLLABORATION

that permeates society has prompted De Montfort University (DMU) to take bolder action to address the disparities in graduate outcomes, where Black and mixed ethnicity students have lower attainment and progression rates than white students.

The student voice is integral to all strategic projects within our service. To ensure that we secured the participation of BAME students, we recruited thirty students to form a student leadership team (SLT) as part of the project. Very early on we realised that employers need to

Co-funded through the Office for Students’ Challenge Competition: Industrial strategy and skills, Leicester’s Future Leaders aims to

hear from BAME students directly to gain an understanding of what makes their company attractive to graduates.

increase the number of BAME graduates who progress into highlyskilled roles in Leicester. The project’s three main activities include: creating an inclusive recruitment toolkit, funded internships, and an in-work mentoring scheme. Collectively, these innovations support BAME students and graduates to progress in leadership positions, and help Leicester businesses to address and improve ethnic imbalance in business leader roles within their organisations.

To facilitate the start of these discussions, the project team organised a four-day conference, which brought both the SLT and local employers together to talk about how Leicester businesses can build a more inclusive workforce. Students benefitted from a training programme to build their commercial awareness, communication and critical thinking skills.

We advised students to implement the skills they had learnt while networking with the business attendees. We wanted to ensure that they would understand and appreciate inclusive recruitment as a reciprocal process. This paid off, as these interactions led to immediate internship offers for the students, and even inspired one business to develop a whole new programme for retaining graduates in Leicester. We have learnt that real change happens when we stand out of the way so students and employers can converse and collaborate in flexible environments.

Employers need to hear from BAME students directly to gain an understanding of what makes their company attractive to graduates

PAGE 17

We remain committed to ensuring that our anti-racism work maintains itself as a progressive movement, rather than a moment

BUSINESS APPEAL

ROLE MODELS

The key themes within the inclusive recruitment toolkit are data, attraction, recruitment and retention. Content has been developed

Cultivating students’ and graduates’ sense of belonging and

using a combination of anecdotal experiences shared at the

confidence sits at the heart of our university’s graduate success

conference workshops (facilitated by Gradconsult), government

strategy. One arm of Leicester’s Future Leaders is the in-work

reports and research from Business in the Community white papers.

mentoring scheme, which offers BAME graduates in highly-skilled

Whilst these resources are high-level and reliable, we recognise that

work an opportunity to be matched with an experienced mentor to

an inclusive recruitment toolkit may not be appealing to businesses.

support them into leadership roles. A lack of networks, mentors and

There are many such toolkits that are underused purely because they

role models has been identified as one of the main barriers to BAME

don’t have a pragmatic appeal. This causes diversity and inclusion

career progression (CIPD, 2017). A key aim of the scheme is to get

goals to remain a thought rather than a plan in action.

students and graduates ‘in and on’ in the workplace so they can progress as leaders and role models for future cohorts. The benefits of

We worked closely with three business partners within the Leicester

the scheme will be evidenced if graduates progress in their career

business community and have welcomed their input and leadership as

and choose to stay in the city and, as a result, this diversifies the talent

critical friends to ensure that the toolkit is user-friendly from a local

of local employers and businesses in Leicester. The success of the

business-to-business (B2B) perspective. Feedback from the toolkit

project will be measured by a longitudinal study of business change

launch was positive. Business attendees found it inspiring and

and BAME students’ and graduates’ career progression in the city.

motivating: they realised the importance of taking small but

The pilot scheme started in January this year and, so far, 13 mentors

progressive steps to build a more inclusive workforce. In order to

and 17 mentees have signed up to participate in the scheme.

continue with this momentum of accountability and knowledge sharing, as of January 2021, our project business partners have continued working closely with local employers who are interested in testing the toolkit before implementing the key tools.

PROGRESSIVE MOVEMENT

The meaningful activism in BLM aligns with our values and ethos at

vanessa.haye@dmu.ac.uk

DMU. We are decolonising every area of the university, including our careers and employability services, to ensure that the lived experience of all our students, and BAME students in particular,

@itsvanessahaye

leads to their personal graduate success and fulfilment. DMU remains committed to ensuring that our anti-racism work maintains

@LFL_DMU

itself as a progressive movement, rather than a moment, and we continue to hold ourselves to account.

PAGE 18 PAGE 15

no decision about us without us: CREATING CHANGE THROUGH CONSULTATION

MARYANE MWANIKI, Head of Employer Engagement, and JOHN BATTESON, Employer Engagement Adviser, at the London School of Economics (LSE), outline the early stages of a whole-institutional approach to addressing racial inequalities. Here, they share how LSE Careers has created targeted interventions for BME students as part of wider efforts to address gaps in provision for underrepresented groups and create a truly inclusive community.

For student-facing services to effectively reduce racial inequalities and outcomes gaps, a robust institutional framework is imperative. LSE has recently launched a Race Equity Strategy to ensure a coordinated

CLARIFYING PRIORITIES FOR RACE EQUITY

approach to addressing racial inequality. This has been exciting news for us as it signals a step-change towards championing the voices of under-represented Black and minority ethnic (BME) students. The strategy includes the launch of the Inclusive Education Action Plan, which aims to enhance belonging, community, and educational experiences through five key areas of work: anti-racism, inclusive pedagogy, an enhanced decolonised and diversified curriculum, academic mentoring and developing students’ identities as scholars.

Creating a truly inclusive community is the first guiding principle of LSE’s 2030 strategy. This has been embedded in our three strategic pillars: to educate for global impact; to research for the world; and to develop LSE for everyone. By clarifying the priorities for race equity, we hope it will make it easier for students and staff to be involved in shaping the agenda and embedding change across the institution. This fosters a ‘no decision about us without us’ approach, which encourages consultation and input from the whole LSE community of students, staff, alumni, employers, donors and partners.

Students highlighted the importance of engaging with employers who are genuine about recruiting and developing a diverse workforce

PAGE 21

COMMITMENT TO DIVERSITY

We worked closely with student representatives from the focus group and the LSE student newspaper, The Beaver, to promote the event. Due to pandemic restrictions, we designed the event

We are keen to ensure LSE Careers clearly demonstrates a commitment to diversity and inclusion. To create an inclusive culture and to proactively support our diverse community, we established the LSE Careers Diversity and Inclusion Steering Group (DISC). The aim of DISC is to take a more holistic

to run online via Zoom and we leveraged the breakout room function to facilitate focused and meaningful discussions. We had a strong turnout of 50 students who met with nine organisations.

approach to diversity, ensuring our service is more accessible to a wider group of underrepresented students. Over the

Employers indicated that they were pleased with the quality of

years, we have successfully delivered different interventions

interactions and the targeted nature of the event. We also

and one-to-one support for students with disabilities as well as

received positive feedback from students and alumni, with

female and LGBTQ+ students. These targeted diversity

many commenting how much they had enjoyed engaging with

initiatives are well regarded across the student body.

employers in smaller groups and meeting organisations they

However, we lacked targeted interventions for BME students.

had not met previously. Some employers fed back that they

DISC is therefore made up of representatives who oversee initiatives for different student groups and diversity areas – BME, LGBTQ+, students with disabilities, gender and social mobility. Our hope is that through DISC we can have a more

had expected to meet larger groups of students. As we plan for future activities, we will ensure we manage expectations on student numbers – the number of BME students at LSE is low in comparison to other universities.

comprehensive diversity and inclusion strategy for our service. We also aim to create more opportunities for engagement and consultation with our student and alumni community.

TANGIBLE OUTPUTS LISTENING TO THE STUDENT VOICE Overall, we have been really pleased with how the remote We wanted to build on the success of our disability and LGBTQ+ events, which have run successfully for several years. As a first step to demonstrating our commitment to supporting BME students and alumni, we started mind-mapping ideas to establish a BME recruitment and networking event. Spearheaded by the employer engagement team, the event proactively supports BME students

projects were received. Students have benefitted from the opportunity to develop valuable skills and gain an insight into the ‘new normal’ ways of working that they can expect in the future. We have maintained our existing relationships with companies in a difficult period, and hopefully developed strong relationships with new partners too.

and alumni to connect with employers wanting to recruit a diverse workforce.

The experience has also been valuable for planning remote delivery of our year-round careers support. The most popular

As this was the first initiative within the careers service specifically targeted at BME students, we felt it important to listen to the student voice. We gathered feedback and insights from students through a focus group, which comprised BME Widening Participation Ambassadors, the Students’ Union General Secretary and Education Officer, and representatives from the Social Mobility Committee and Afro Caribbean Society. The

resources were those linked directly to deliverables. We are now actively planning our resources to ensure we tie general training into tangible outputs. One area that we will be looking to address next year is how to support students to engage more informally with their clients. There were Teams and Slack invites aplenty, but feedback suggests that students found it harder to embrace these communication channels.

group (the first of its kind) helped us to better understand what students from BME backgrounds think of our services. It also highlighted ways we could make our service more accessible to students from different ethnic backgrounds.

With new partners getting involved every year, many commented that they would not have known it was planned to run any other way. This has given us confidence in students’ abilities to work and deliver value remotely, opening up an international pool of project providers for the future. We are

TIME FOR ACTION

now considering whether this is in fact a better learning experience. Certainly, with increased remote working looking

Through the focus group, students highlighted the importance of

likely to remain for a while, the programme provides an insight

engaging with employers who are genuine about recruiting

into remote working that could give students the edge.

and developing a diverse workforce. Taking this into consideration, we were confident we could deliver a successful event at the start of academic year 2020-21. Our employer engagement team worked hard to source employers from a

m.mwaniki@lse.ac.uk

range of sectors who have genuine diversity initiatives in place. Consequently, during Black History Month in October 2020,

j.batteson@lse.ac.uk

we successfully delivered LSE’s first recruitment and networking event specifically for BME students.

PAGE 22

CONSTRUCTS OF WORK-READINESS

We used a capitals (Bourdieu, 1986) approach to work-readiness (Ugiagbe-Green & Southall, 2019) as the basis for our study and initially surveyed 87 second year undergraduate accounting/banking and finance students to explore constructs of work-readiness. We collected data that evaluated students’ self-

exploring the racialised

experiences of

reported measures of professional identity, skills awareness and development, students’ sense of fit and confidence of future success in their chosen profession. The survey identified that Black students were the racialised group within the sample who reported the lowest levels of work-readiness.

BLACK STUDENTS

We then conducted two focus groups with seven Black students who had participated in the survey. The main themes emerging from these were students feeling displacement, isolation, uncomfortable visibility, a lack of sense of belonging, and eroded levels of

DR IWI UGIAGBE-GREEN, Associate Professor at

confidence. They also reported feeling that their social/life experiences were not valued, that they had not accessed

Leeds University Business School, AALIYAH FARR, Employability Progression Assistant, and INGRID BALE, Career Consultant, both based at the University

opportunities, a lack of knowledge, and lack of role models and representation. These experiences had led students to employ strategies such as removing cultural markers from their CVs in order to fit those they had learned were valued and celebrated. Students

of Leeds Careers Centre, outline how findings from a research study exploring the work readiness of graduates has led to the development of targeted initiatives intended to address racial inequality in recruitment and selection.

articulated how difficult things were and concluded, from their experiences of interviews, that changing the colour of their skin was what was needed to succeed.

We returned to the literature and this iterative process led to the development of our capitals-based work-readiness framework. Capitals are used to frame what students need to be perceived by others, e.g. employers as work-ready. The racialized experiences of students captured in this study demonstrates that they are ‘othered’ because they are perceived to not have the capitals (particularly identity capital) that are valued by employers.

At the University of Leeds, we recognise that racialised experiences of Black students and the systems that perpetuate disadvantage need to be better understood to address racial inequities.

Recruitment practices are not race-neutral; recruitment is subjective, based on implicit and explicit biases, prejudices and preferences for particular visible characteristics, skills and attributes. As a result, adverse outcomes relating to graduate recruitment and selection practices are evidenced by persistent racialised employment gaps, currently eight percentage points according to the latest Graduate Outcomes data.

The final stage of our study, which is ongoing, involves a survey of

Recruitment practices are not race-neutral

28 employers and 17 graduate recruiters from a broad range of industries. This has enabled us to validate the work-readiness framework, confirming that the six capitals we identified as being integral to a students’ work-readiness are also those that form the basis of employers’ perceptions of the work-readiness of graduates.

PAGE 23

DISPELLING MYTHS

Black undergraduate students self-reported the lowest levels of employment and identity capital of all racialised groups sampled and their negative experiences in recruitment and selection contributed to their low self-reported work-readiness capitals levels. This is not due to a lack of ability or effort. Black students report the highest levels of engagement and participation at university (UKES, 2019). Yet, a Black student entering higher education with AAA is less likely to be awarded a ‘good degree’ than a white student with BBB (Black, Asian and Minority Ethnic Student Attainment at UK Universities: #Closing the gap, UUK and NUS, 2019).

These outcomes clearly demonstrate issues with human capital development and associated outcomes of Black students entering the graduate labour market. Additionally, not one of the Black students in our study had been awarded an internship or placement in the UK. When referring to graduate opportunities, one student lamented: “not having the correct social links to find the right ones.”

HOPE ON THE HORIZON

At Leeds we have set ambitious targets as we focus on developing evidence-informed, targeted, positive action to improve the

A CALL TO ACTION

experience and graduate outcomes of Black students. This includes working with employers who are committed to creating diverse talent pipelines and a culture of inclusion. Activities include Discover EY’s Black Heritage Panel Event, Diversity in Education with Teach First and inclusive careers panel events, which have galvanised partnership opportunities with our African Caribbean Society.

It is heartening to see examples of positive action. However, employers have a responsibility to continue to question the extent to which their recruitment and selection processes disproportionately exclude and disadvantage different racialised groups. The critical challenge is to then help students navigate structures of opportunity and develop capitals that are valued by employers.

Other areas of focus include developing networks with alumni to act as role models to current Black students, and bespoke sessions for students participating in the university’s Black Student Mentoring Programme. These targeted interventions will be evaluated in due course, but students have already expressed excitement and gratitude that their specific needs are being considered and that they have an opportunity to develop their social capital. Affirmative action is also beginning to take shape in industry too, including the #10,000 Black Interns programme launched in 2020.

There is also the more fundamental issue of the implicit and explicit biases within systems and structures that disproportionately impact on racialised groups, particularly Black students. These need to be addressed. It remains the collective responsibility of all stakeholders to initiate uncomfortable conversations and to acknowledge and address the systemic bias that leads to racial inequality and perpetuates disadvantage.

It remains the collective responsibility of all stakeholders to initiate

Connect with Iwi on LinkedIn

uncomfortable @dr_iwi

conversations

PAGE 24

diversity by design:

LOUISE GOTCH, GradForce Project Manager at Canterbury Christ Church

BOOSTING BAME

University, outlines the steps taken to improve the engagement of BAME students

ATTAINMENT

with a targeted programme designed to prepare them for the world of work.

GradForce is an OfS-funded project for final year students, graduates and local SME employers. The project aims to: provide enhanced careers support through a targeted personal and professional development programme, informed by local market needs; and work with local businesses to create an economy for graduate recruitment by supporting SMEs through training and business mentoring support. The project has a particular focus on placing BAME students in local jobs.

As project manager I decided to take a more direct approach. At the beginning of this academic year, I decided to employ student ambassadors, conscious that peer-to-peer engagement is often a more successful route. However, our first attempt to attract representatives of the BAME student community to these paid roles met with an

BAME students. These posed direct questions, for example asking students if they feel the colour of their skin hinders their chances of success in the graduate job market. The response to the revamped marketing was dramatically different: 26 applications were received in less than five days.

underwhelming response. The first recruitment wave used marketing based on the campaign posters we had used to recruit to the programme in the first year. We did this to

DIRECT APPROACH

further establish our brand, raise awareness

NOT HITTING THE SPOT

One strand of the project is Get Hired!, a programme designed to enable students

and, crucially, to test how our brand was

Our priority for 2021 is to ensure that we

landing with our target group. As suspected,

apply the lessons learnt so far to improve

it was not hitting the spot with BAME students:

BAME engagement with the programme

the first advertisement published received

and maximise their chances of success. Our

only 5 responses in the first week.

marketing campaign has already proved to be very successful. Within 5 days of

from under-represented groups to

opening recruitment for entry to the

challenge their mindset, tackle imposter syndrome and build their confidence in

REVAMPED MARKETING

order to secure their first graduate role. In the rush to deliver Get Hired! online during lockdown, there was little time to step back and analyse if our marketing had reached our target demographic – namely widening participation students with a focus on BAME. While we had managed to recruit successfully from across the university, when we evaluated

had failed to engage with our target number of BAME students. We needed to change this.

places had been filled. Our final figures are 68 students: we are oversubscribed by 8,

At Canterbury Christ Church we have a

but have accommodated all students.

recognised attainment gap between our BAME and other widening participation students. This is being actively addressed in curriculum design through our Closing the Gap programme, and the GradForce team works closely with the strategic lead for the programme to support our related efforts.

the data to map active programme participation, it became apparent that we

February 2021 programme, half of the

At first, we all had concerns about how this direct approach would be received, but following the success of the ambassador recruitment drive we will continue to market the programme in this way for future campaigns.

Following a meeting with the Closing the Gap team, I asked our Student Communications team to release a series of more overt

Find out more about

marketing flyers specifically aimed at our

Gradforce

We had failed to engage with our target number of BAME students and we needed to change this PAGE 25

enhancing inclusivity, boosting confidence:

We shouldn’t be dissuaded from engaging in crucial dialogues for fear of getting it wrong

TURNING STRATEGY INTO FUTURE FOCUS

ACTION Our priorities moving forward are to further analyse the differences in our engagement and outcomes data between ethnic groups. We will

BECCI HUBBARD, Careers Consultant Team Manager at Nottingham Trent University (NTU),

be embedding our work across the team, for example including our suggested wording for targeted opportunities within our vacancy handling processes.

outlines the initial activities of the newly-formed Race Equality Task Group within the NTU Employability

It is also vital that we include the student voice in any direction the

Team, a dedicated group created to support the

group takes. We are starting to collate feedback from student union

professional development of the team and the career

groups to gain their perspective on what language to use and the support they feel they may benefit from.

development of a diverse student body.

The Employability Team at Nottingham Trent University (NTU) acknowledge that our students do not necessarily arrive at university having experienced a level playing field in their education. This may be impacted by a range of factors, including ethnicity. Reducing gaps in both achievement and employability outcomes for students from diverse

We will continue to strengthen our work with employers by building a network of organisations that are keen to improve their racial diversity. We will use these employer focus groups to gain a deeper understanding of barriers to recruiting diverse talent and explore new ways we can support employers with this agenda.

ethnic backgrounds is a key strategic priority for NTU. We have also noticed an increasing number of opportunities from employers targeting students from specific ethnic groups as part of their diversity agenda.

Finally, our most significant learning is that we shouldn’t be afraid to engage for fear of getting it wrong. Openness, collaboration and participation in frank conversations about ethnicity and race is vital to turn high level strategy into action that advances equality.

INCLUSIVE SERVICE We formed a Race Equality Task Group for two primary reasons: to

THINKING OF CREATING YOUR OWN

ensure our service is more inclusive to students from Black, Asian and

TASK GROUP?

other ethnic backgrounds, and to increase the team’s confidence in supporting the career development of students from different ethnic backgrounds.

Our advice would be: Encourage a diverse membership of your group – by role, prior experience and ethnicity.

Established in September 2020, the task group includes members from our student-facing and employer-facing teams, our Enterprise Centre and the Students’ Union. While it is still early days for the group, there are several activities we have already undertaken:

Be clear and realistic about the remit of the group – focus on embedding small changes that may make a big difference. Collaborate – learn who your stakeholders are and stay focused on the ‘employability’ aspect of the agenda. You

• hosted a graduate intern to research disparities in the employment outcomes of students from diverse ethnic groups • worked with the university’s Equality and Diversity Team to shape our approach in line with institution-wide activity • produced a Race and Ethnicity Communications Guide to help the

can’t do everything! Seek advice – get in touch with your institution’s Equality and Diversity Team to see what is currently being done in other areas of the university and to identify where employability/careers can support.

department become more comfortable talking about race and ethnicity • collated opportunities from employers who are focused on increasing their racial diversity, and explored ways to effectively

Connect with Becci on LinkedIn

promote these to relevant students • supported the university’s Black Leadership Programme with the

employability@ntu.ac.uk

potential introduction of an internship for participants.

PAGE 26

building diverse workplaces THROUGH REVERSE MENTORING

AMRIT SANDHU, Project Manager of Transformation West Midlands, a

COLLABORATIVE APPROACH

partnership between three universities The idea of reverse mentoring came about as a result of informative

in Birmingham, outlines how BAME students and graduates are being paired to act as mentors to guide

talks with Business Professional Services (BPS) Birmingham, Citi REDI, GBSLEP and Birmingham Business School. It was identified that a combined collaborative approach was needed to support organisations in their endeavour to create a more inclusive and

organisations in the region to attract and recruit ’people like them’.

diverse workforce. Reverse mentoring has been trialled and delivered successfully by firms in the business, professional and financial services sector, predominantly as part of the work of

As part of the Office for Students' Challenge Competition: Industrial

BAME staff networks; it sees junior-level colleagues mentor senior

strategy and skills, the Transformation West Midlands project – a

professionals based on their experiences in the workplace. Having

partnership between the University of Birmingham, Newman

spoken to organisations who had formerly run, or were running, a

University and University College Birmingham – seeks to boost the

reverse mentoring scheme, the project team used the learning to

job opportunities of local students and graduates in the region,

plan and implement our own version of the scheme, in order to

particularly those from Black and minority ethnic groups.

influence diverse recruitment at entry-level.

ECOSYSTEM OF SUPPORT

Organisations were held The project seeks to transform in two ways. Firstly, by providing students and graduates who are at risk of unemployment or underemployment with a progression coach, who can offer personalised support and understand employment barriers to feedback to the wider careers service. Secondly, by building a new

accountable by their mentors to implement suggested actions and solutions

diverse talent pipeline for West Midlands employers through a Reverse Mentoring Scheme and by working with partners to build an ecosystem of support that leads to higher level work.

INFLUENCING CHANGE The West Midlands Combined Authority’s economic strategic plan highlights that high skilled job opportunities are increasing in key growth sectors. The Greater Birmingham and Solihull Local Enterprise Partnership (GBSLEP) and the City Region Economic and Development Institute (Citi REDI) communicate that organisations, both large and small, seek to diversity their workforce to innovate, remain competitive and employ local people who represent the region. However, despite having five universities in the Birmingham area alone to tap into diverse talent, skills gaps remain and the general workplace continues to lack inclusivity and diversity.

PAGE 27

On this scheme, students and graduates from across the three partner universities act as the mentors to the mentees (the hiring managers, talent acquisition managers and directors) to guide the business. Mentors give feedback, support and advice on what they think about current graduate recruitment practices, including how they target students and graduates. The aim is to help influence change, utilising students’ and graduates’ experiences, backgrounds, perceptions and ideas to modify practice, paving the way to a more inclusive and diverse future workforce.

In year one of piloting the scheme (2019-20), we decided to focus initially on one key growth sector – business, professional

EMPLOYER PLEDGE

and financial services – in order to break down local students’ perceptions

the

sector

and

better

understand

why

certain At the end of the process, organisations were held accountable

groups are not applying or not being hired as expected.

Four by their mentors to implement suggested actions and solutions as

organisations got involved as mentees during the pilot year – collectively discussed throughout the mentoring journey. Some HSBC, Shoosmiths, Gowling WLG

and BSN Associates – and examples of what organisations pledged to implement include:

each

organisation

was

paired

with

group

three

four running blind recruitment processes; offering more informal initial

students and graduates from across the three universities. screening methods to enable recruiters to get to know applicants in a more natural environment; partnering with specific student societies (faith, cultural and race based) to run employability

SOLVING CHALLENGES

sessions and to pilot a mentorship scheme; changing website content and external communication channels to include ‘people

The challenges put forward by the organisations for the mentors to solve included:

like me’ role models and address gaps in information about diversity and inclusion initiatives.

• Learning about the biggest barriers BAME individuals face when accessing a career in the sector

GROWING AND EVOLVING

• Finding out how students and graduates perceive the application and recruitment process, undertaking comparative work to look at other organisations’ initiatives to see how the experience could be improved and made more accessible

Following the success of the pilot, in year two the scheme has been scaled up to work with organisations in other key growth sectors, including health and life sciences, technology, public service and the voluntary sector.

• How, where and when to market programmes to impact attraction and what assistance students and graduates require with the recruitment process

We hope that through running this scheme, the power of the student and graduate voice, and subsequent employer pledges, lead to an increase in diverse talent entering various sectors in the

• Analysing brand perception, improving website content and increasing outreach activities

region. We also hope that the ideas, conversations and learning continue to evolve beyond the scheme and that reverse mentoring as an initiative is adopted by more organisations and educational

• Demystifying perceptions that the professional services sector only recruits from certain degree subject groups

establishments – something which we have started to see and are supporting through the project.

and hires those with financial knowledge or experience.

Mentoring took place between January and April 2020 via a maximum of three one to three-hour meetings. A training day was

a.k.sandhu@bham.ac.uk

delivered in advance of the first meeting for mentors and mentees to collectively decide what each participant would like to get out of the scheme in order to implement positive change. Discussions

Connect with Amrit on LinkedIn

focussed on building effective relationships, exploring the manifestation and impact of unconscious bias and the art of having influential conversations.

Being able to participate in a project that allows me to make a difference and help BAME students receive an equal chance when applying for graduate schemes/jobs has been very rewarding. Mentor

PAGE 28

overcoming structural inequalities to create POSITIVE

STEFAN COUCH, CRYSTAL DEBRAH-EKOLIE, NICOLE ESTWICK, JULIE KOUAMO and JAI SHAH

INSTITUTIONAL

from The Careers Group, University of London, consider how a new Advisory Panel of colleagues of

CHANGE

Diverse Heritage can transform organisational culture and decision-making.

Many approaches to addressing organisational structural

“Despite efforts to engage colleagues who are Black, Asian and of

inequalities focus on the recruitment and progression of colleagues

Diverse Heritage in internal and external recruitment, many still see

who are Black, Asian and of Diverse Heritage. In The Careers

significant barriers to entry in engaging with these types of

Group (TCG), the federation of careers services within the

opportunities and initiatives. So, it is important to address why this is

University of London, we want to address the whole culture of our

and how we can ensure that any process put in place to recruit

organisation by transforming how strategic decisions are made.

members of the panel is seen as fair and open to all". Stefan

TCG is establishing an Advisory Panel of colleagues who are

summarises a key point made by several colleagues at Queen

Black, Asian and of Diverse Heritage to bring a broader range of

Mary: “At the pre-application stage, offering training and

perspectives and voices into the work of the senior leadership team

development to enable colleagues from diverse backgrounds to

to explore problems and shape decisions.

build the confidence to apply is essential. We also need to communicate clearly that participation in the panel itself develops

LASTING CHANGE

skills and qualities needed in management and leadership roles, such as strategic thinking and decision-making”. Enabling colleagues must start therefore with creating a culture where they

Crystal Debrah-Ekolie, Careers Consultant at King’s College

feel confident to consider applying to join the panel.

London, suggests: “This is a good start on the road to achieving real institutional change. It is important to note that partnership between the panel and the senior leadership team is crucial to achieving lasting change”. Stefan Couch, Careers Consultant at Queen Mary University of London, agrees: “Colleagues are more

ASPECTS OF INCLUSION

likely to engage if they can see how the panel positively empowers wider and long-term institutional change”. And Jai Shah, also a

Nicole also identifies key questions about the application process for

Careers Consultant at King’s, recognises an issue that is common to

the panel: “How can we enable applicants to demonstrate that they

many organisations: “The creation of an Advisory Panel

are actively engaged, focused and committed to implementing

acknowledges that the organisation is deficient in a diversity of

change and racial equality in the organisation? Practices such as

voices. More importantly, the panel enables contributions from a

blind recruitment, in which candidates simply write a motivational

wider demographic of colleagues”.

statement, could be a potential option to overcome barriers to entry”. Stefan draws on good practice by careers colleagues at Queen Mary, suggesting: “Using a mixture of different types of questions at

REDUCING OBSTACLES

the interview stage is key to ensuring there are more chances for individuals who have previously not had exposure to opportunities

So, how can we reduce obstacles to colleagues who are Black,

like this. This also surfaces other strengths, which may not have been

Asian and of Diverse Heritage so they can fully engage and

recognised by TCG previously. Initially understanding what ‘great’

participate in the panel? Nicole Estwick, Careers Consultant at UCL

might look like in this context ensures the panel is adaptable and

Careers, identifies how prevalent obstacles to engagement can be:

flexible to the ever-changing and sensitive nature of change at TCG”.

PAGE 29

Julie Kouamo, Enterprise Manager in the careers team at Queen

STATUS AND INFLUENCE

Mary, identifies other aspects of inclusion to be addressed:

Finally, what will the panel’s relationship with TCG’s senior “How do we make participating in the panel accessible for people who work part-time and want their voices heard? And how do you get equal buy-in from the different college careers services across TCG to enable staff to have the equal right and time to participate?”.

Crystal is clear on the goal: “We need to make sure that we are not setting up systems that keep the same types of people in senior leadership positions. This needs to make a difference to how people who are Black, Asian and of Diverse Heritage are treated in the workplace”.

leadership team look like? Rather than having a governance responsibility of oversight, we are exploring ‘side-sight’ as a way for the senior leadership team to consult out to the panel, as well as the panel pushing issues to leaders.

As Crystal notes: “The panel needs to be formally recognised in its status and influence among the senior leadership - not merely as another scheme to demonstrate that equality is on the agenda. What is strongly expressed and well justified by the panel should be formally implemented”. Jai agrees: “Moving forward from the simplistic language and legal frameworks of equality and diversity, this is the first meaningful step to fulfilling the potential to reshape an organisation with inclusion and belonging as core values in how we

ENABLING GROWTH

see ourselves, engage with and deliver our work”.

Once panel members have been recruited, what support is required to enable them to contribute confidently to the discussions and

STRATEGIC SIGNIFICANCE

decisions? Jai suggests: “It is critical to ensure that panellists who are newer to management and leadership are provided with

Ultimately, the issues under consideration by the panel must be

training and sponsorship to enable their growth. For example,

meaningful and of strategic significance. Nicole emphasises that:

without experiences of addressing strategic challenges, it is

“The formation of the panel itself runs the risk of prolonging some of

important that staff are provided with frameworks and training to

the existing issues of structural inequality, so a key question is how

analyse problems to serve the purpose of the panel and enable

the panel can engage a diverse range of voices from the outset to

their growth”. Julie adds: “Time should be allocated within their role

be part of the reformation process?”. Stefan suggests that even in the

for being part of the Advisory Panel, and maybe it should also be

planning stage: “It is not about having all the answers, but it is about

recognised in their job title.”

asking questions and having debates with colleagues about these questions. This will enable us to approach things differently and strive and eventually succeed in creating positive institutional change at The Careers Group.”

Connect with Stefan on LinkedIn

For more information about the progress of this project, please contact Kate Daubney, Director of The Careers Group:

Connect with Crystal on LinkedIn

kate.daubney@careers.lon.ac.uk.

Connect with Nicole on LinkedIn

Connect with Julie on LinkedIn

Connect with Jai on LinkedIn

PAGE 30

where data leads, language follows:

The use of 'BAME' in communications can alienate students and cause them to disengage

DISAGGREGATING BAME

STARTING WITH THE DATA

The approach taken to address this, supported by our head of service and educational engagement team, was to start with the data. In November 2020, the ‘BAME/Non-BAME’ feature was removed from our career readiness reporting and replaced with the less aggregative breakdown of ‘Asian, Black, Mixed/Other, White, Unknown’, in line

CHLOE

MARSHALL,

Employability

Officer

Widening at

the

Participation

University

Leeds

Careers Centre, discusses a move to disaggregate ‘BAME’ in careers data reporting to strengthen the development

ethnicity-targeted

with HESA reference tables. Adding more filter options into the system allows us to gain a better understanding of the range of data, and to analyse gaps between ethnicities within the different year groups and faculty areas. We will be able to identify where activity may be of benefit and design relevant employability sessions, accordingly.

employability

activity.

TARGETED ACTIVITY

The term BAME will no longer be used in our promotion of targeted The widening participation (WP) team at the University of Leeds Careers Centre develops targeted employability activity for student groups identified within the ‘progression’ area of our Access and Participation Plan (APP). This includes exclusive oneto-one support alongside sessions aiming to increase the confidence, knowledge and/or aspirations of our students.

activity or in other communication to students. We will also be more explicit in outlining both the rationale behind the targeted activity and which groups the sessions have been developed for. Removing the homogenising term and providing a range of resources and opportunities relevant to ethnic groups will increase the chances of students identifying with the support on offer and, crucially, taking action.

EVIDENCE BASE

We are currently building this data into our semester two activity planning. Our previous one-to-one communication support project is under review to embed more relevant, targeted content. We aim to

The evidence base for this work is informed, in part, by previous

work with colleagues to develop faculty/sector-focused employability

engagement and career readiness data, with ethnicity being a

activity which provides inspirational representation from alumni,

key area of focus for us. Our approach to ethnicity reporting over

academics and employers, informed by engagement and career

previous years has been to report on the engagement of students

readiness data.

as either ‘BAME’ or ‘non-BAME’, with our BAME definition including individuals from any non-white ethnic background.

POSITIVE STEPS

REVISITING DEFINITIONS

This shift in reporting is a positive step to provide clearer, stronger evidence for targeted activity. However, we acknowledge it is not a

By using aggregated BAME data as our evidence base, we run

perfect solution and still makes assumptions based on ethnic groups.

the risk of masking the extent to which engagement gaps exist

The data does not address intersectionality or personal lived

between specific ethnic groups and thus our interventions being

experiences, and there is still a long way to go until we can fully

misdirected, or not meeting desired outcomes and objectives. The

understand the complexity of this information. We will continue to

term is reductionist and implies that any individual from an ethnic

draw on the student voice to build co-created and collaborative

minority background is part of a homogenous group with the

methods to complement the use of a data-informed approach in order

same experiences and challenges. Furthermore, the use of BAME

to maximize the impact of our future targeted activity.

in student communications can alienate students and cause them to disengage from the targeted support on offer.

c.marshall2@leeds.ac.uk

Connect with Chloe on LinkedIn PAGE 31

AGCAS training is now 100% online

Giving you the opportunity to learn, hone and augment your

The pacing was excellent,

knowledge and skills, and extend your professional network

the peer to peer – all from the comfort of your home.

engagement was Starting with one-day introductory and refresher courses priced at £80 for Full Members, these include Introduction to Advice and Guidance Refresher.

great...the Moodle was well constructed and the chat function on Zoom really enhanced

Our two-day online courses feature the rare chance to

engagement. The

practice 1-2-1 interview techniques with real students, and receive both tutor and peer feedback, in a confidential and

facilitators were fantastic.

supportive environment. Take a look at Introduction to Guidance Interviewing and

Employability Advice.

We also offer longer, more in-depth training on a range of topics from Employability and Career Development Learning to Career Coaching ; and Challenges of Careers Work in

I think the online

Higher Education to Technology Enhanced Careers and Employability Learning.

delivery format was excellent, great that the

These modules of the AGCAS / University of Warwick

tutors kept the cameras

Careers Education, Information and Guidance in HE (CEIGHE)

on all the time, the breakout rooms worked well for the exercises.

postgraduate qualifications are open to registrants and nonregistrants alike, whether AGCAS members or not.

For details of these training courses, and more, view Training and Conferences. Alternatively, get in touch with Erica Imhof, Professional Development Manager.

EMPLOYER ENGAGEMENT TRAINING COMING SOON

staying on track: THE ROUTE TO DIVERSITY, EQUALITY AND INCLUSION

JUDITH BAINES, Head of Service and ANNA LEVETT, Assistant Head, outline how the Careers and Employment Service at the University of Hertfordshire has put race equality at the centre of their work. Here, they reflect on the progress made to date and the work that is still to be done.

At the University of Hertfordshire, we pride ourselves on the

REPRESENTING COMMUNITIES

diversity of our student population. According to institutional data, in 2017-18 over 53% of our Home/EU full-time undergraduate community were Black, Asian and Minority Ethnic (BAME), a total

In 2016 we joined the university-wide BAME Student Success

of around 7,500 students.

Working Group, which works across the institution and the broader higher education sector to try and close the degree awarding gap. We started our own Inclusivity Group within the service soon after,

THE START OF THE JOURNEY

which this year has expanded to include employer and student representatives. We received feedback via our BAME Student Advocates that they didn’t feel welcome at some of our careers fairs

Race equality has been at the centre of the work of the Careers and Employment Service for many years. In partnership with learning and teaching colleagues, we presented at conferences on the topic of closing the degree awarding gap long before many universities were even recognising there were differences in degree classifications between ethnicities. Our starting point was to create an employer-facing positive action statement, emphasising the importance of employers utilising staff reflective of our diverse student cohort when participating in student-facing activities. Since

as there weren’t employer representatives from similar ethnic backgrounds. We acted on the feedback by strengthening our message to employers about representation and by raising awareness of the issue with graduate employers more broadly via an article in the Institute of Student Employers magazine. We now have two BAME Student Advocates who act as critical friends to our service, and we support them in running student-led BAME -specific events each year. This has also led to us working with five other diverse universities to offer an Inclusive Futures Fair in 2020.

then, we have also been open in talking about the differences in graduate-level outcomes between students from different ethnicities, and have been working hard to address the gaps. Our initial focus was on diversifying our case studies and promoting

INFLUENCING EXTERNAL RESPONSES

diversity schemes to students, but we have come a long way since then. We have also influenced external bodies to consider their responses to this area of work by supporting the creation of Equality and Diversity Advisory Groups. We also have a seat on the #10000BlackInterns Education Sector Steering Group. We ran a

We are particularly proud of the high engagement of BAME students in enterprise activities

successful Black History Month Campaign in 2020, which featured a different case study each day during October, highlighting the career journeys of our students and alumni. In addition, we hosted a business start-up bootcamp aimed at underrepresented groups, with the support of Foundervine, who brought in a diverse range of speakers to work with our students over a weekend.

PAGE 33

ACTION PLANNING

A big step forward has been the new university action plan,

A big step forward for our work with BAME students has been the new university action plan, which demonstrates a commitment to race equality at senior leader level, with targets for everyone – from the

which demonstrates a

Board of Governors to individual staff and students. We have invested a lot of time in developing our department-level action plan,

commitment to race equality at senior leader level

using available data to set baseline figures and measurable targets to stretch us and keep us on track. All activity is evaluated, and we are not afraid to listen to the feedback and cease delivering something that isn’t working and instead try something new. We also now include extra equality training as a compulsory part of our staff induction.

MEASURING IMPACT Our next steps include the development of a new Empowerment

In order to measure the impact of our activities we had to request (and then wait for) direct access to ethnicity data. It had previously been difficult to measure progress or take direct action towards Access and Participation Plan targets without knowing where we needed to focus our attention. When this was granted,

Programme for BAME students, in partnership with the Students’ Union and our Student Success Team. We will be working with students to develop the programme ahead of its launch in the next academic year. Our Employer Team will also work to support SMEs to introduce their own blind recruitment processes.

we developed data dashboards to map ethnicity and gender against engagement with our events and appointments. Figures from the last academic year show us that, of all attendees at student/graduate appointments and events, 67% self-identified

We have more work to do but by working together as a sector, and in encouraging the employers we work with to adopt best practice, we can all continue to learn and improve.

as BAME. We are particularly proud of the high engagement of BAME students in enterprise activities as we know other universities sometimes struggle with this. We are in no doubt that targeted activities, such as the business start-up bootcamp,

a.levett@herts.ac.uk j.baines@herts.ac.uk

helped with this. We have also been able to use the data to deliver targeted support to groups who are in our APP, such as

Connect with Anna on LinkedIn

recent BAME graduates and finalists. We will ultimately use Graduate Outcomes data to monitor the success of this work.

Connect with Judith on LinkedIn

@anna_levett

@judebaines

PAGE 34

taking a SMART approach TO A TARGETED EMPLOYABILITY INTERVENTION

Be SMART provides opportunities for students to acquire graduate capital, essential for successful career development (Tomlinson, 2017), alongside empowering them to recognise and promote the value in their difference. The programme comprises three strands:

mentoring from professionals working in a range of roles and sectors paid, flexible, 30-hour micro-internships that fit around

The Employability Services Team at St Mary’s University, Twickenham created and piloted Be

students’ studies and other commitments leadership and professionalism workshops, led by BAME facilitators: ‘Leveraging your difference’, ‘The Resilient Leader’

SMART, a targeted employability initiative for

and ‘Building your Brand’.

Black, Asian and Minority Ethnic (BAME) students. OBIEZE OPUTA, Careers Consultant, and

RESEARCH INFORMED APPROACH GEMMA GARRETT, Careers Consultant Team Leader, describe how the programme design was underpinned by research and how evaluation data provides insights to support careers services

Our approach was informed by research in higher education settings. In particular, studies showing how a sense of belonging was crucial to engagement and success for BAME students (Becker and Luthar, 2002), how BAME students tend to experience lower

strengthen their connections with BAME students and stakeholders.

levels of self-esteem (Milner, 2011), and the risks of approaching interventions using a ‘deficit model’ (Stevenson et al, 2019).

We also drew on findings from our own research into the experiences of BAME students at St Mary’s, gathered through focus St Mary’s has a small, diverse population of around 5,500 students

groups. These echoed the importance of creating a 'sense of

where 29% identify as BAME. Like other UK universities, we struggle

belonging', the ethnic diversity and approachability of staff, and of

with significant progression gaps between graduates from different

representative student societies, notably our Afro-Caribbean

ethnic groups. We felt strongly about taking transformative action to

Society, enhancing the student experience. Focus groups also

tackle these inequalities. Supported by ring-fenced funding from our

revealed how perceptions of negative stereotypes and bias affected

Access and Participation Plan, we developed Be SMART.

students’ self-esteem and identity.

To avoid the deficit approach in our marketing, all materials led with the benefits of each strand, rather than the eligibility criteria

PAGE 35

PROGRAMME DESIGN We combined these findings with insights formed from our own

Going into the Be SMART programme as a BAME student, I wasn't as confident as I

interactions with students, in particular hearing how many lacked industry experience or confidence in their own skills. Student consultation then helped us finalise the programme design and ensured it was grounded in the research and in our own

am now, I think because of the past experiences that I've been through. I feel a bit more accepted into the university as

undergraduates’ needs and experiences.

well, knowing that there is a group of We selected the programme strands based on evidence of how their benefits would meet our objectives:

BAME students that are similar to me and have similar interests, and motivations

• mentoring to build skills, confidence and social capital • internships to provide increased access to industry-specific experience (Ismail, 2018)

Be SMART student participant

• workshops to equip and empower students with ‘self-authorship’ (Kreber, 2010), to navigate challenges and uncertainty around their career development and to find their own voice as BAME students.

WHAT WE LEARNED To avoid the deficit approach in our marketing, all materials led with the benefits of each strand, rather than the eligibility criteria. We used relatable images to promote a feeling of belonging and collaborated with BAME students, academics, allies, networks and student societies to develop and share marketing messages.

The programme taught us about the power of data to engage or challenge stakeholders where necessary, for example employers with espoused commitments to diversity yet who were reluctant to offer our students internships because they don’t meet traditional eligibility criteria. Effective ways of managing the internship process,

This co-creative approach continued throughout the programme. For example, at times we struggled to engage some students and initially questioned their commitment. However, when speaking with them we

including student payments, and the value of securing buy-in from senior stakeholders, both internally and externally, were other key learning points.

learned of complicated personal circumstances that created barriers to their involvement. We then worked collaboratively with each student to find solutions, particularly around the internship timings. This personalised approach, although time-consuming, helped us better understand our students and enabled their active participation in the programme.

The post-programme survey also revealed the significance of involving BAME staff and BAME mentors, as this enhanced students’ connection to the programme and enabled them to have authentic conversations about the challenges BAME professionals face (Kreber, 2010).

Finally, we learned that it is essential to make time to listen and learn

IMPACT

about students’ personal circumstances and lived experiences, which research alone may not reveal, rather than make assumptions. This

Over 40 students applied to Be SMART and 28 were shortlisted to

approach has enabled us to build meaningful relationships with our

participate in the pilot. We also worked with 17 internship providers,

students and support them to sustain engagement throughout the

including SMEs and large corporations, and 22 mentors.

programme, which is a measure of success in itself (Kuh, 2009).

Our post-programme surveys revealed that the skills students felt they had developed most through Be SMART included self-management and professionalism, career management, including developing their

Be SMART has been shortlisted as a finalist for Best Widening Participation Initiative at the NUE Awards 2021.

professional networks, and communication. 73% of respondents felt the programme increased their confidence. Many students felt an enhanced sense of belonging (Trowler, 2019). 76% stated the

obi.oputa@stmarys.ac.uk

programme had improved their relationship with the careers service and 66% agreed it strengthened their connection to the university.

gemma.garrett@stmarys.ac.uk

Connect with Oby on

It is essential to make time to listen

and learn about students’ Connect with Gemma on

personal circumstances and lived

experiences PAGE 36

MARY

strength in numbers:

MACFARLANE,

Employability University,

School

Consultant

outlines

how

Careers Leeds

Beckett

and

Beckett

Careers

has

collaborated with the Students’ Union to develop

BUILDING DEDICATED

a specific offer that supports students from Black, Asian and Minoritised Ethnic backgrounds.

SUPPORT FOR STUDENTS OF COLOUR

In December 2019, before the pandemic or the increased visibility and urgency of the Black Lives Matter movement, the Beckett

MEANINGFUL ACTION

Careers team were tasked with running focus groups on employability with students from Black, Asian and Minoritised

Before we began, we had looked at previous consultations with

Ethnic backgrounds, in order to meet a commitment made in our

students from ethnic minorities and found focus groups, surveys and

institution’s Access and Participation Plan.

consultations that hadn’t led to meaningful action. Just as our Access and Participation Plan has placed expectations on the institution, the

FRANK DISCUSSIONS

With limited spare capacity and no expertise in running focus groups on a sensitive topic, we sought assistance from the Students’

visibility of the Black Lives Matter movement has also created a desire to diversify workforces amongst our external partners. Set against this backdrop, the new focus groups created an expectation and a need for us to act.

Union (SU). Working collaboratively with SU colleagues, including the Chair of the African Caribbean Society, we defined the scope of the focus groups. We explored students’ previous experiences in education, their engagement with academic, social and support activities at university, their work experience, and their thoughts about their future careers. Students discussed networking, role models and what support they would like to receive from Beckett

Since then, we have developed our offer in close collaboration with the SU. The core of our offer is a digital space, Elevate, where we can start to build relationships with students of colour. Currently, this space is quite one-way, but we will shortly recruit student careers ambassadors who will be responsible for engaging students and facilitating conversations. We are also running a pilot mentoring scheme with students in our Business School, working with external

Careers.

partners to develop sessions on networking and confidence, and For us, the focus groups were a huge help, acting as a gateway to gaining a better understanding of the student perspective. One of the main observations was students’ frankness in discussing their experiences and expectations of racism in education and the labour

looking at how we can use some funding to enable students from marginalised groups to access placements. Meanwhile, the Students’ Union is creating a BAME Leadership course, which we will lend support to.

market. As well as sharing personal experiences, students pointed to the university’s own record in recruiting and promoting staff of colour. We also identified the need to build networks and identify role models and mentors. Students were ambitious, focused and realistic, but while they had high hopes for what they could achieve, when they looked for people who looked like them in their chosen industries they frequently came up blank.

Within a week of opening Elevate and promoting the space to students from Black, Asian and Minoritised Ethnic backgrounds, we had over a hundred students signing in. Within two weeks of asking students to express interest in undertaking a leadership course, we had seventy responses. I have worked in careers for over a decade, but rarely have I seen this level of interest and engagement. I hope we can do it justice.

We identified the need to build networks and identify role models and mentors

PAGE 37

As an elected officer, I work closely with Beckett Careers to support students from underrepresented groups. The 2019/20 research into the employability experiences of students who identify as being Black, Asian or a Minoritised Ethnicity resulted in high engagement and quality feedback with tangible outcomes. For me, the research highlighted how important it is that we don’t think of BAME students as one homogenous group: Black students need different things to Asian students, just as international and home students will need different approaches and support. I am excited to see how the Elevate platform and the leadership programme I am developing will help BAME students to build confidence, develop skills and make relationships. “Alone we can do so little. Together we can do so much” – Helen Keller

Sherry Iqbal, Education Officer, Leeds Beckett Students’ Union S.Iqbal@leedsbeckett.ac.uk

As Black, Asian and Minoritised Ethnic students, we sometimes struggle to connect with course leaders and the wider academic team—it’s easy to feel like they might not understand your culture and your background. At Leeds Beckett, only a small percentage of the population are Black students. I have spoken to Black students who are thinking of leaving their course because they don’t feel supported in this space. It means a lot to have a place where you can talk to students from similar backgrounds, knowing that you’re talking to people who understand and recognise where you’re coming from.

One of my aims for the year is to start a Black Alumni project, so I’ve been networking with graduates and finding out what they can do. I hope we can use Elevate as a space to connect some of these successful Black graduates with current Black students. Beckett Careers have other resources, connections and expertise that we don’t have access to in the Students’ Union, so working together is really helping us to extend our capacity. I hope the Elevate space and other activities can help students access the support and motivation they need to succeed.

Kay Rhoden-Campbell, Equality and Diversity Officer, Leeds Beckett Students’ Union K.Rhoden-Campbell@leedsbeckett.ac.uk

m.k.macfarlane@leedsbeckett.ac.uk

Connect with Mary on LinkedIn

PAGE 38

Black Futures Matter: ENHANCING TARGETED ACTIVITY THROUGH COLLECTIVE ACTION

AALIYAH

FARR,

Assistant

the

Service,

outlines

students

forms

approach support prospects

to the of

Employability University how part

deliver

and

Leeds

new

event

students

from

and

UNCOMFORTABLE CONVERSATIONS

Careers for

Black

cross-institutional

targeted

progression

Progression

initiatives

that

employment

underrepresented

Findings from my own research into the progression of Black undergraduate students revealed that while there is heightened awareness of the importance of targeted interventions, ethnicity targeting in the HE sector remains scarce and there is a need to balance both inclusive and targeted interventions (Stevenson et al, 2019). Meaningful and constructive conversations about race and racism are critical to dismantling the structural barriers that Black

groups.

students face. These conversations can be difficult and uncomfortable, but are vital if progress is to be made.

Following on from my research, and drawing on the recommendations to integrate inclusive, collaborative and targeted interventions across the student lifecycle, as well as encouraging open and honest discussions about race, I created Black Futures Matter. The event aimed to raise awareness of inequality in the job market, inspire Research shows that differences in employment outcomes between white and BAME graduates persist even three years after graduation, “regardless of entry qualifications, subjects studied,

students to begin or continue their job search and, using a targeted approach, give practical advice on how to get ahead in the recruitment process.

degree outcomes and other socio-demographic characteristics” (Office for Fair Access, 2018). We also know that it is the differences between Black and white graduates that are the most

COLLECTIVE ACTION AND ALLYSHIP

stark. In their 2018 report, Bright Network identified that Black students were 34% more likely than average to feel that their background had hindered them in the application process for employment or academic study.

The University of Leeds recognises that a whole system approach is needed to tackle racial inequality. Cross-institutional collaboration, which incorporates academic and other staff, the student voice, alumni and other career-orientated networks, plays an important part in reinforcing collective action and strengthening allyship.

Black Futures Matter allowed for honest discussion around the realities of employability and race PAGE 39

A whole system approach is needed to tackle racial inequality

core focus of Black Futures Matter was to integrate student cocreation, so I worked closely with the student head of the African and Caribbean Society to shape the content and delivery of the event. From our conversations, I acknowledged the importance of

PUTTING DISCUSSION INTO ACTION

having appropriate representation at the forefront of the event. Students heard from Leeds alumna Alison Lowe, the first Black While Black Futures Matter allowed for honest discussion around female councillor at Leeds City council, who gave a powerful talk the realities of employability and race, the two-pronged nature of on her wide-ranging career journey as a Black woman from a the event also provided the opportunity to put discussion into working-class background. Whilst acknowledging the challenges action. Representatives from Leeds University Union shared she had faced during her career and academic journey, she also initiatives under development to support Black and other ethnically offered a positive outlook and encouraged students to not let their minoritised students across the university more widely. A session background hold them back from reaching their full potential. Dr Iwi from Bright Network outlined how to get ahead in the recruitment Ugiagbe-Green, a Leeds academic, spoke about the BAME process (with a focus on personalising applications and attainment gap and, in particular, the employment gap. Her session researching employers) and also included an interactive Q&A, shed light on the careers of Black and ethnically minoritised where students received personalised feedback. Following the students, highlighted the inequality of opportunity between white event, all students were sent a tailored careers resource pack, and Black graduates and reinforced the need to talk explicitly which complemented Bright Network’s session. This encouraged about structural racism. students to consider their next steps – whether that be to access information about inclusive recruitment agencies and exclusive Both sessions sparked debate and insightful questions from students internships, or to gain an insight into how other Black around diversity and inclusion in employment. Similar to my own undergraduate students had engaged with programmes at Leeds research, student feedback affirmed the importance of having to support their career progression, such as through mentoring. honest conversations about race, “otherwise people think these struggles don’t exist”. Following the success of the event, we have continued to work collaboratively with students and wider university services to create and deliver targeted activity for other underrepresented

Meaningful and constructive

groups. We will also be giving more attention to how we target underrepresented students at specific stages of the student life

conversations about race and racism are critical to

cycle. Our key takeaway is that Black Futures Matter cannot be a momentary initiative: we need to continue to support the progression and employability prospects of Black and ethnically

dismantling the structural barriers that Black students face

minoritised students in ways which are targeted, considered and collaborative.

A.Farr@leeds.ac.uk

Connect with Aaliyah on LinkedIn

PAGE 40

micro placements, macro impact: LEVELLING THE EMPLOYABILITY PLAYING FIELD FOR BAME STUDENTS

WENDY BROWNE, Senior

MPP seeks to address the employment gap by placing students

Employer Engagement

– the majority of whom are from under-represented

Adviser at City, University of London (UoL), and NATALIE

backgrounds – into short term career exploration projects over the summer. Currently in its fourth iteration, the programme has now become a 15 credit-bearing elective module.

EMMANUEL, Operations Director at Gradcore, outline how efforts to refocus the delivery of an established

As part of the programme, students are taken through a mock graduate recruitment process, which includes an assessment centre run by Gradcore. Students then apply for specifically

Micro-Placements Programme

created real-life projects with UK-based employers. This allows

is helping to level the

them to build their confidence in a professional setting, expand

employability playing field for

their network of industry contacts and develop key transferable

BAME students.

employability skills.

City is the second most diverse university by undergraduate

TAILORED MARKETING

ethnicity (The Times and The Sunday Times Good University Guide, 2020), with 70% of our UK undergraduate student population identifying as Black, Asian and minority ethnic (BAME). Young

Driven by a perpetual desire to be inclusive and with the influence

BAME adults continue to be at a higher risk of being unemployed

of the Black Lives Matter movement, we redesigned our marketing

than white young adults, so our top priority is to give these students

of the programme to incorporate a particular BAME focus. We

access to professional opportunities at an early stage in their

worked to ensure that student ambassadors (previous programme

careers.

participants), as well as the images and student quotes used, were reflective of the student cohort we were aiming for. We also engaged our BAME student societies to gain their support in

CLOSING THE GAP

With this in mind, we worked in collaboration with Gradcore, a social enterprise committed to levelling the playing field in graduate recruitment and employability, to develop our awardwinning social mobility initiative, the Micro-Placements Programme (MPP).

promoting the scheme and to expand our reach.

Our information workshops outlined the supportive nature of the module – a robust reasonable adjustments disclosure process, access to student support services, personalised feedback, and guidance from personal tutors – and also highlighted the tailored support sessions available to BAME and widening participation (WP) students.

We redesigned our marketing of the programme to incorporate a particular BAME focus PAGE 36 PAGE 41

BULDING CONFIDENCE

Ever conscious that one of the key challenges facing students from disadvantaged or minority backgrounds is a lack of social capital, we were keen to enhance students’ understanding of an assessment centre scenario.

Gradcore delivered several ‘tech check’ sessions to demystify the process and build students’ confidence ahead of the final recruitment stage. All participants at the virtual assessment centres received personalised feedback, which included their scores and details of their performance within each exercise. Engagement from the students across the four days was extremely high at 92% attendance, with all participants stating that they would recommend

EMPLOYER PLEDGE

We redesigned our employer approach to ensure equality is as important to them as it is to us. We have incorporated an inclusion pledge into our disclaimer: employers must now agree to core equality values and practices before even signing up to the scheme.

We have also proactively engaged with organisations promoting inclusion and equality through their work. The MPP is currently sponsored by Tata Consultancy Services, an organisation with a reputation for corporate social responsibility and track record in supporting City’s diverse student cohort. We have also developed links with other organisations with a strong commitment to inclusivity, such as The Honeycomb Works.

the events to a friend.

For the pandemic-hit placements that we converted to remote delivery last summer, 74% of MPP students placed identified as

SUPPORTIVE EXPERIENCE

BAME, and 45% as WP. We surveyed students’ confidence and resilience before they started the MPP journey and after the assessment centre and found that all 9 markers had increased. Feedback from BAME participants in particular outlines how the MPP had increased their communication, presentation and time management skills.

As the impact of Covid-19 looks likely to disproportionately affect BAME communities, the drive to support students from our BAME cohort becomes ever more pressing. In this year’s recruitment process for MPP, BAME students scored higher than White students: 63% of the top candidates were BAME, evidencing that assessment centres, even in virtual format, can still provide a nurturing and supportive learning experience for this group.

We have invested in expanding our provision into the next

Employers must now agree to core equality values and practices before even signing

academic year (21/22) and beyond to continue to support our students through these turbulent economic times. We will also review our provision in terms of delivery and content, with our ultimate aim of a programme that is accessible to all, regardless of background.

up to the scheme

wendy.browne@city.ac.uk

natalie.emmanuel@gradcore.co.uk

Connect with Natalie on LinkedIn

@CityUniCareers

@Gradcore

PAGE 42

a collaborative approach TO DELIVERING BMEFOCUSED ACTIVITY

CAROLINE NOLAN, Employability Education Projects Officer, ALEX OWUSU, Employability Officer, Faculty of Social Sciences, and HAYLEY WILLIAMS, Students’ Union Employability Development Manager, share how the Careers and Employability Service at the University of Nottingham worked with students, employer partners and the alumni community to create BME-focused events to address the careers and recruitment issues identified by their students.

At the University of Nottingham, the Careers and Employability Service produces an annual equality, diversity and inclusivity (EDI)

AUTHENTIC EXPERIENCE

benchmark report. Its purpose is to identify where available evidence indicates that interaction is adding value to the student journey,

Our events have included a series of networking workshops, such

where there are opportunities for improvement and where increased

as our Get Connected BME event, which is based on a

focus may be beneficial.

traditional rotational speed networking format. The event is treated as a safe space environment for students to ask employers

Following the Black Lives Matter movement, we have sought more

and alumni speakers questions about their own experience of the

proactively to understand, recognise and reduce perceived barriers

recruitment process and the workplace. To ensure authenticity

students may feel when accessing careers activity and during the

and representation, all attending employers and alumni speakers

recruitment process. Working collaboratively, and led by the student

were from a BME background. This was identified as important

voice, we committed to the creation and delivery of specific events to

by students who wanted to be able to ask about an individual’s

address issues identified by our students.

unique experience and benefit from alumni insight.

By prioritising the student voice, we have sought to ensure our events are relevant and responsive to the issues our student community is experiencing

PAGE 43

PROMOTING ORGANISATIONAL DIVERSITY

Alongside our series of Get Connected events, we also launched a new Employer Access programme in autumn 2020 to support BME and

We have found an approach that has allowed

widening participation (WP) students. Through a range of workshops, we asked employers to focus on skills or areas of the recruitment process that

us to make inroads in

students find challenging and to offer advice and strategies to overcome them. While the sessions were open to all, we targeted students from

embedding this crucial

underrepresented backgrounds using Students’ Union networks and societies. Our targeted and collaborative approach allowed us to deliver sessions that were not only informative and of practical use to students, but also actively encouraged employer partners to be explicit about the

work in all areas of our service delivery

importance of diversity in their organisation.

Get Connected was the first time that I was able to speak face-to-face with alumni who looked like me, shared my experiences and could wholeheartedly understand what it's like to be a BME student, about to be a young graduate and enter the workforce. The style of the event was very informal and intimate - it was the perfect setting to have an open, honest and candid conversation about life at UoN and beyond. There are specific things that BME students face that we'd prefer to speak to with someone who's been through it. With Get Connected, UoN recognised that and created a space for these unique aspects of our academic and personal lives to be discussed.

Jared Spencer, undergraduate student

Diversity of thought and diversity of experience in the decision-making process leads to creativity and results in a positive impact that reaches a wider audience. This is why MoFo is committed to ensuring we are attending events that support diverse candidates from graduate level. It is important for employers to offer applicants the opportunity to discuss key issues and provide representative advice. Together, we celebrate our cultural differences and tackle issues that are pertinent to diverse groups in the legal industry and those joining the profession. After all, quality is colour blind. Morrison & Foerster, employer partner

COMMITMENT THROUGH ACTION

alex.owusu@nottingham.ac.uk

caroline.nolan@nottingham.ac.uk Looking to the future, we intend to review feedback of our EDI activity this year and expand our delivery of targeted programmes

hayley.williams@nottingham.ac.uk

in collaboration with our Students’ Union, colleagues and employer partners. By prioritising the student voice, we have sought to ensure our events are relevant and responsive to the issues our student

Connect with Alex on LinkedIn

community is experiencing.

Connect with Caroline on LinkedIn By establishing and utilising a service-wide EDI task group, we have built on our commitment through action to identify where further

Connect with Hayley on LinkedIn

learning and understanding is required and to ensure we constantly seek to be proactive in this area. While we recognise there is more work to do, we have found an approach that has allowed us to

@UoNCareers

make inroads in embedding this crucial work in all areas of our service delivery.

PAGE 44

the road to ELEVATE: BUILDING A TARGETED ACCELERATOR HAWA MANSARAY and ZION SENGULAY-

PROGRAMME

THOMAS, Careers and Employability Advisers at Kingston University’s Careers and Employability Service, reflect on the swift creation of a new programme designed to support Black students.

As an institution where over half of students are from Black, Asian and Minority Ethnic backgrounds, and with almost 20% Black students, the Black Lives Matter (BLM) protests across the globe resonated strongly at Kingston.

The university has been at the forefront of efforts across the higher education sector to address issues of racial inequality. We won the 2017 Guardian Teaching Excellence Award for our Inclusive Curriculum Framework and have set out ambitious targets in our latest Access and Participation Plan to further close the ethnicity gaps observed in degree awards and graduate outcomes. BLM sparked further momentum and demanded a targeted solution to a demographic-specific problem faced by the Black community.

PAGE 45

SENSE OF URGENCY

Careers

and

SUSTAINED EFFORT

Employability

Service

(CES),

our

primary

consideration was to come together and address BLM immediately, not as an afterthought. We prioritised discussion of the issues openly and honestly in team meetings, with a sense of urgency that allowed us

get

the

front

foot.

These

conversations

re-affirmed

our

commitment to developing specific initiatives to address the issues experienced by Black students, including differential outcomes, in our team planning for 2020-21.

We made sure to avoid a student-deficit approach, instead building in the need to support graduate employers to adapt their practices as a core part of the programme. We secured strong employer buyin from the outset, with PwC, Tesco, GSK and Enterprise all involved in the launch, as well as committing to continuous support for the programme throughout the year through different exclusive touchpoints with students. Gaining this level of commitment was key to ensuring that employer engagement and the all-round impact of the programme was a sustained year-round effort and not just a

The

ELEVATE

careers

and

programme employability

offers

Black,

guidance,

home

tailored

students

targeted

opportunities

partner employers, a peer-to-peer support network and consistent touchpoints

throughout

the

year.

These

include

events

drop in the bucket.

from

(such

insight days and employer challenges), workshops, keynote talks, and the sharing of Black success stories to increase representation and amplify Black voices in industry. From the employer perspective, the programme offers the opportunity for meaningful engagement with Black talent.

In addition to creating new initiatives supported by our ELEVATE employer partners, we have tapped into existing opportunities that might have lacked visibility to our students, such as the Circl Leadership Development Programme and Black Pharma Mentoring Programme, as well as collaborating internally with the Access Participation and Inclusion Team to signpost to relevant support within the university.

The design of ELEVATE was guided by Graduate Outcomes data and informed by the lived experiences of Black students, staff and alumni. Specifically, many Black students expressed that they don’t feel

included

that

they

belong.

was

therefore

important

CARRYING ON THE CONVERSATION

develop a sense of community when creating the programme, and to acknowledge and applaud success.

Whilst still in its infancy, ELEVATE has already empowered students by providing them with the tools to navigate their transition into the world of work. The programme has also challenged employers to engage with Black students in a meaningful way, as well as examine

STRATEGIC ALIGNMENT

their recruitment processes. The feedback received from all stakeholders has been extremely positive.

A number of factors enabled us to develop and launch the ELEVATE programme within such a short timeframe, namely support from the CES leadership team and the establishment of a dedicated working group. This consisted of team members at all levels and from all strands of our wider CES team, including students, who each brought their own expertise and unique perspective. This amalgamation of perspectives in the development stage enabled us

We are running ELEVATE this year as a pilot programme, which we hope to build on in years to come. For us, the programme is a vehicle through which to carry on the conversation and to further important work in addressing issues of racial inequality, both within higher education and in the wider labour market. We look forward to driving it forward and seeing where it goes.

to create a programme that was both holistic and impactful. We built the programme as a collaboration across all three strands of the service to ensure that it was strategically aligned to existing work with key stakeholders, including employers, academics, and students.

Connect with Hawa on LinkedIn

Connect with Zion on LinkedIn

The amalgamation of perspectives in the development stage enabled us to create a programme that was both holistic and impactful

PAGE 46

GIANINA HARVEY-BREWIN Royal Holloway, University of London

INTRODUCING

MARYANE MWANIKI London School of Economics and

THE NEW AGCAS

Political Science

EQUALITY, DIVERSITY TAHIRA MAJOTHI

AND INCLUSION

The University of Manchester

ADVISORY GROUP OBY OPUTA St Mary's University, The devastation brought about by the coronavirus pandemic has highlighted starkly the cruel nature of existing inequalities in

Twickenham

society. The most vulnerable – those with existing health conditions and those in poorer or built-up areas – most acutely felt the impact. We know that a significant proportion of these vulnerable people come from minority communities, and they are also more likely to be in essential key worker roles across the

FIONA FORREST-ANDERSON Edinburgh Napier University

health service, hospitality, courier services or retail sectors.

ASHLEY BHEEROO

CALL TO ACTION Goldsmiths, University of London Tragically, 2020 also saw the senseless killing of a Black man, George Floyd. His death sparked global activists to demonstrate, calling for action to tackle racial inequalities under the Black Lives Matter movement. The heightened visibility of suffering and inequality accelerated much needed conversations

ARANEE MANOHARAN Kingston University

across the higher education sector and galvanised people into taking action to tackle inequalities.

There is plenty of work currently taking place under the banner of Access and Participation to redress issues relating to attainment gaps, differences in graduate-level destinations, postgraduate study progression, and the lack of representation

MARNI MCARTHUR University of Sussex

of Black, Asian or minority experiences or identities within the curriculum, and in academic or professional services (including careers services).

PAULINE MADEN More specifically for AGCAS, the idea for an advisory group focused on equality, diversity and inclusion was born. The group

University of Nottingham

is composed of representatives from across the membership – careers consultants, employer engagement, placements and work experience professionals – united by an enthusiasm to effect positive change for our profession.

MARCUS ANDREWS Head of Member Services, AGCAS

PAGE 47

The contributions we want to make to AGCAS all stem from our four guiding principles:

COMMUNITY First and foremost, the AGCAS Equality, Diversity and Inclusion Advisory Group is about bringing people together. While there are many groups and networks for higher education professionals to discuss and promote equality across the university landscape (we recommend HERAG, the Higher Education Race Action Group) to our knowledge there was not a national platform for careers professionals specifically. By creating a space within AGCAS for like-minded people, we hope to contribute to and share professional experiences and relevant, tailored guidance with our community.

We know from speaking to colleagues that some feel uncomfortable sharing their lived experiences at work, and well-meaning sensitivity from allies can create silence. We hope that this group can act as a catalyst for conversation and provide safe spaces for sharing.

CHALLENGE AND PRESENT BEST PRACTICE In order for careers and employability services to stay relevant to the changing values, priorities and aspirations of our students and graduates, we must reflect and regularly challenge our best practice guidelines. Alongside the AGCAS Membership Quality Standard, developed by the Professionalism Working Party, the group will ensure that services are regularly reviewed, and that equality and diversity remains a key principle within our profession’s Code of Ethics. In addition, the group is well placed to collate good practice examples from across the sector, and produce toolkits and guides for use by the whole community.

PROMOTE, SPOTLIGHT AND AMPLIFY EDI ISSUES Beyond the rhetoric, this group aims to implement some practical changes to AGCAS activities that will publicly demonstrate our commitment to equality, diversity and inclusion through areas such as the AGCAS Awards for Excellence and national conferences.

The group’s first achievement has been in driving the decision to dedicate an edition of Phoenix to race equality. The response to the call for articles reaffirms our understanding that this subject is important to our professional community. Going forward, we would encourage the submission of more EDI-related articles from AGCAS members.

PROFESSIONAL DEVELOPMENT Similar to Access and Participation plans, we want to review and implement necessary changes to help retain, progress and support the career aspirations of all staff. AGCAS has already begun to look at Professional Pathways for the different facets within careers and employability services, and we will continue to support the development of this work.

GROUP VISION

Our first meeting as a group resulted in the creation of two mottos, which we feel encapsulate our aims, our drive, and our motivations:

No decision about us without us

No one left behind

Stay tuned for news of the group’s activity in 2021.

PAGE 48

RESEARCHER'S DIGEST

DR JULIA YATES, Senior Lecturer in Organisational Psychology at City, University of London, shares a digest of research relevant to race equality in careers and employability work.

01 BME ACADEMICS' EXPERIENCE OF MENTORING

Bhopal, K. (2020), Success against the odds: The effect of mentoring on the careers of senior Black and minority ethnic academics in the UK, British Journal of Educational Studies, 68(1), 79-95.

This is an interesting article that looks to see whether mentoring has

a positive impact on the career development of BME academics in the UK. Kalwant Bhopal is a Professor of Race Equality at the

CAREER PROGRESSION OF BME DOCTORS

University of Birmingham who has recently published a fascinating set of papers that look at the experiences of BME academics. She highlights that whilst there are similar proportions of white and BME academics who are professors, there are differences within the BME category: Chinese groups are more likely to be professors,

Daga, V., Blizzard, R., Dhelaria, A., Hosdurga, S., Hussein, S., Madabhushi, S., ... & Shah, R. (2020), Differential Attainment in Career Progression for Doctors in the UK, Sushruta Journal of Health Policy & Opinion,

and Black groups are less likely, compared to white groups. BME academics are also less likely to be in senior management

14(1), 1-10.

positions. Mentoring is an approach that is often used to address In medicine, it remains challenging to map the career progression of the lack of BME staff in senior roles, but Bhopal notes that this different demographic groups as this data is not monitored or suggests that it is the BME staff who need to be fixed, and perhaps reported and there is a lack of organisational accountability. In this allows the institution to take no responsibility for the problem. paper, the authors analyse data and find that BME doctors in the Recently, HEIs have made great changes in their policies suggesting UK face bigger challenges, reduced opportunities, lower success that they are taking racial equality seriously, and mentoring has rates for their applications and are less likely to reach their career been shown to be effective for BME academics. But sadly, in this goals. The causes, they suggest, are poor supervision and study, Bhopal concludes that the rhetoric is not translated into mentorship, and cultural exclusion. The authors propose that practice. Mentoring programmes may exist, but they don’t always accurate and transparent data monitoring is important, along with a work, undermined by social norms and expectations. What is more range of specifically targeted interventions. important is an attitudinal shift in senior managers.

PAGE 49

PERCEPTIONS OF ETHNICITY IN

INTERSECTIONALITY AND EMPLOYMENT:

GRADUATE 'RECRUITABILITY'

RACE AND DISABILITY

Byrne, C. (2020), What determines perceived graduate Berghs, M., & Dyson, S. M. (2020). Intersectionality employability? Exploring the effects of personal and employment in the United Kingdom: Where are all characteristics, academic achievements and graduate skills the Black disabled people? Disability & Society, 1-24. in a survey experiment, Studies in Higher Education, 1-18.

This paper reports the findings of a study that looks at the factors

One of the key messages in the literature around equality at the

that graduate employers find most attractive. The author

moment is that it is important to look at intersectionality. Rather

presented 57 UK graduate recruiters with a series of short written

than addressing race on its own, we should be looking at race

statements about potential graduate recruits and asked them to

and class, race and gender, or, as in this paper, race and

rate their ‘recruitability’. The experiment found large effects in the

disability. The authors note that research has tended either to

ratings of graduates in response to cues referring to study

focus on the employment barriers of disabled people, or the

abroad, work experience, age, degree type, disability, and

challenges that Black people face in the workplace. However, in

ethnicity. The most significant result was age, with employers

doing so, this misses out on the particular experiences of Black

preferring older candidates, and the second most significant was

disabled people. With a case study of sickle cell disease (SCD),

employers preferring an MA to a BA. The authors compared the

the authors offer some examples to show why intersectional

desirability of students studying abroad in France and the US,

research is important. Good outcomes for children with SCD are

and recruiters were particularly keen on study abroad in France,

linked to assertiveness, as children need to assert their needs (eg,

perhaps suggesting that the real value of the experience is in

ask for a drink, a warm environment, extra time on tests). But for

showing the ability to speak a foreign language (disheartening

Black women with SCD, racist stereotypes mean that being

given that studying abroad has just got a whole lot harder since

assertive is inversely linked to employment. Racism often reduces

our exit from the EU). I found it particularly interesting that a work

Black people to their bodies, and this makes it particularly difficult

placement was highly desirable, but a part time job during

for Black people to find a positive disabled identity. Charities

university was significantly detrimental. It may be that employers

representing disabilities prevalent in white communities tend to

assume that part time work has a detrimental effect on academic

have more resources than those representing SCD communities,

performance, but the author suggests that the problem is more

so when austerity cuts mean that people with disabilities have to

likely to lie in the fact that having to support yourself through your

rely more on the voluntary sector, this is more challenging for

degree course is a signifier of social class. Being female and

Black people with SCD. The point is that a disability is about

having a disability were showing to have a positive impact on

more than physical health, but is inextricably linked with the

graduate desirability, however being Black was a significantly

social, relational and physical environment.

negative marker. The authors describe this as a deeply concerning finding, and one that highlights that universities have only a degree of control over the employability of their graduates. The structural inequalities within society continue to make a significant difference.

If you would like further details about any of the research featured in this round-up, please email julia.yates.1@city.ac.uk

PAGE 50

RESPONDING TO THE CHANGING NEEDS OF STUDENTS AND GRADUATES

JAYNE ROWLEY, Executive Director of Student Services at Jisc, sets out plans for the year ahead to support students, graduates and the careers service community.

I was absolutely delighted to catch up with

findings show that a significant minority of students and

colleagues at the AGCAS Heads of Service

graduates are changing careers, highlighting the vital

Conference in January. It’s the first event of the

role of advice and guidance at this time. Visit Luminate for

calendar year and I always come away energised

more insights.

and full of ideas for the year to come. Our student survey findings have been informing our I was uncertain whether the virtual delivery would

content, products and services to ensure that we remain

match up and I have to say it was brilliant. The

useful and relevant throughout this period of disruption,

sessions and speakers were inspirational and I have

including our first Future You Live event, which brought

a stack of notes and questions about the future to

together universities and employers with students and

follow up. My lockdown puppy even appeared on

graduates. Thanks to all who joined us, particularly the

Twitter! A massive thank you from me to everyone

careers professionals from Swansea University and the

involved, especially to AGCAS.

University of Sheffield who provided expert guidance.

We had some encouraging feedback from students

BUILDING ON 2020

taking part: “It was so carefully thought through and it showed that Prospects really cared about delivering a

In May we surveyed students and graduates about the impact of the pandemic on their career plans and experiences as we tried to make sense of what the issues would be. Thousands responded,

positive atmosphere to all who were involved”. It was clear that managing wellbeing is as critical as the nuts and bolts of career planning and job-hunting advice. We look forward to developing the concept in 2021.

and we have had media interest throughout the year about how students have adapted their plans.

Podcasts are also part of our Future You series. They have already generated a massive 22.6K downloads and we

Its success has led to an annual commitment. We will be revealing the 2021 survey in April. Early

PAGE 51

will be looking to build on this success.

GATHERING INSIGHTS

CAREERS CONTENT

Our journey over the past 12 months has cemented just

One of the many ways that we partner with careers

how fundamental the student voice is to the development

services is on delivering your advice and information

of our offering, so as part of our student survey we are

through prospects.ac.uk. We have just reached a major

asking respondents if they would like to join our new

milestone with 500 job profiles. Among those recently

research panel. This will give us a more formalised way

posted, students have been most interested in looking at

to regularly tap into student and graduate opinion and

roles as a neuroscientist, academic researcher, special

experiences to ensure we can be responsive and truly

educational needs coordinator, arbitrator and, topically,

supportive of their needs.

a border force officer!

Of course, students are not the only source of insight to

Thanks to AGCAS, this content is helping many students

enable us to guide all students to a brilliant career.

and graduates figure out what they would like to do and

Inspired by the brilliant insights into how the community

having access to this information online has been

responded to the challenges of Covid-19 in the last issue

especially invaluable over the last year. Over 4.6 million

of Phoenix, we are surveying colleagues in careers

people viewed the job profiles in the last quarter of

services to look at how things have changed. From

2020, an increase of 16.5% on the previous year.

schedules and activities to the tools used to engage and communicate with students and graduates, the more

Another way that students can gather information about

insight we can gather on how you work and what you

their careers is through Prospects publications. We have

need, the better we can support you now and in the

just launched our most up to date issue of the Student

future.

Career Guide, going to more than 500,000 registrants.

We are also inviting careers services to join Jisc’s

We have taken great pride in how our work with the

member research panel. If you’d like to help shape our

careers service community has enabled us to respond

communications, services and innovation, please register

quickly to the changing needs of students and graduates

your interest.

and in the positive feedback from you all about the value of our longstanding partnership. We look forward to

This year will also see more Prospects Luminate events for

working with you in 2021 and beyond.

careers professionals. 400 people joined our first event that recapped on the 2020 graduate labour market and looked ahead to 2021.

PAGE 52

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ARTICLE DEADLINE

Friday 4 June 2021

THIS ISSUE INCLUDES CONTRIBUTIONS FROM THE FOLLOWING INSTITUTIONS:

Canterbury Christ Church University

Leeds Beckett University

University of Birmingham

Coventry University

LSE

University of Hertfordshire

City, University of London

Nottingham Trent University

University of Leeds

De Montfort University

Royal Holloway, University of London

University of Nottingham

King’s College London

St Mary's University, Twickenham

University of Warwick

Kingston University

The Careers Group, University of London