The Black and Minority Ethnic (BME) Degree Awarding Gap: An exploration of its scope, impact and possible explanations at a post-1992 institution

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Black and Ethnic Minority (BME) undergraduates in the UKachieve lower degree classifications than their White peers.Such lower outcomes lead to poorer employment rates andreduced access to postgraduate study. In response, policyhas turned to address the 'degree awarding gap' as a firststep in challenging racial inequality and social injustice inhigher education (HE) provision.Several studies have examined the causes and impact ofthe BME awarding gap. However, the problem persists. Apossible reason for this failure may be to do with somegaps in those studies that my research aims to address.Through a purposive study in one super-diverse university, Iwill compare and contrast the experiences of BME studentsin three departments where the awarding gap ischaracterised as 'low, 'medium' and 'high' to drill down intothe phenomenon. One possibility is that dominantdiscourses of BME underattainment may be hiding somedifferent outcomes. Second, in many studies, BME studentsare 'taken' as a homogenous cohort; my study will exploreissues of intersectionality and ethnic identities in relationto HE experiences and attainment. Third, I will interviewuniversity staff tasked with addressing the BME awardinggap.My study is framed by Bourdieusian concepts and 'wickedproblem' theory to complement what is currently knownabout the key drivers of the BME awarding gap in HE. Itsfindings will offer a vital contribution towards thislongstanding, 'wicked' problem.