Gender, ethnicity and career progression in UK higher education: a case study analysis

ABSTRACT

This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.

KEYWORDS:

• Gender
• ethnicity
• careers
• higher education
• equity and diversity

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The term BME is used in this paper to refer to individuals who identify as Black (Caribbean and African), Asian (Indian, Pakistani and Bangladeshi), Chinese and those from non-White backgrounds as used in the 2011 Census. I recognise the complexity of the term and do not attempt to generalise BME experiences.

2. The Equality Challenge Unit (ECU) (now Advance HE) works to advance and support issues of equality and diversity for staff and students in UK higher education.

3. The Research Excellence Framework (REF) is the system of assessing the quality of research in higher education institutions in the UK. It is based on an assessment of research outputs, case studies and research income. The last REF took place in 2014 and the next one is due in 2021 (see http://www.ref.ac.uk/).

4. This is a pseudonym.

5. All names are pseudonyms.

Additional information

Notes on contributors

Kalwant Bhopal

Kalwant Bhopal is Professorial Research Fellow and Professor of Education and Social Justice in the School of Education, University of Birmingham. She is also visiting professor at Harvard University in the Graduate School of Education.