A Students Account of Racism
At UAL, Black students and students of colour are being confronted with systemic racial challenges. The term “decolonising” is repeatedly used across institutions in an effort to be “seen” to be doing the work, but what is essentially being done to address racism at UAL?
During my time as Education Officer a main project focus has been campaigning to close the attainment gap. It’s been an extensive journey, one which involved using policy to lobby the university to prioritise an anti-racist agenda. I recall the heaviness of being a Black woman in an environment dominated by whiteness, and I still see myself reflected in the marginalised students directly affected by institutionalised racism. Regardless of having to meet the same entry requirements, Black students are experiencing a very different UAL in comparison to white home students. Race, gender, sexuality and class go hand in hand with wellbeing. In order to create an anti-racist environment, there must be an acceptance of intersectionality at course level.
Last year I worked in collaboration with a member of Arts SU staff to write a report on student experiences of racism at UAL. We began by pushing out a survey, asking for Black students and students of colour to anonymously share their experiences of discrimination. We received over a hundred responses. Naturally, it was frustrating reading the familiar experiences of micro-aggressions and witnessing the absence of cultural representation.
“There’s a lack of understanding as to how socio-economic background impacts on education, I feel my tutors sometimes stereotype me or are intimidated by me, and they fail to understand that being a minority group in UAL is often sad and a lonely student experience.” - UAL Student
Collating the student testimonies helped us form an evidence based report. The report identifies several key areas of concern: The experience of Black students and students of colour, Admission, The Learning Environment, Representation: Curriculum and Staff and Assessment and Feedback. By comparing case studies and areas of best practice, we were able to produce a list of recommendations for UAL. Placing a focus on the student and staff testimonies has forced senior members of staff to confront the racism and inequality that our students experience at university every day
We presented our findings at the last Governors meeting of Term 1Â and there was an overwhelming amount of positive and constructive feedback. Â The Governors committed to delivering on one of our key recommendations: to design and deliver face to face anti-racism training. It was also agreed that UAL would prioritise a university wide strategy, aimed at tackling racism at UAL, placing the student voice at the forefront!
UAL has committed to eliminate the gap between the number of first degree BAME home students achieving a 1st or 2:1 and the number of first degree home white students achieving the same. UAL aims to fulfil this commitment by 2022; just 2 years from now.
A network of “BAME” teaching staff exists, yet there are very few in senior leadership positions. Without these voices playing a significant role in the decision making at UAL, these ambitious targets will be challenging to reach.
All quotes are taken from our Attainment gap report which you can access via this link.
If you want to be involved in the campaign or have any questions please don’t hesitate to contact me at [email protected]
If you have been impacted by racism at UAL please get in touch with our advice team: [email protected]
Thank you to all the students who shared their experiences and made this work possible.
