SUCCESS AGAINST THE ODDS: THE EFFECT OF MENTORING ON THE CAREERS OF SENIOR BLACK AND MINORITY ETHNIC ACADEMICS IN THE UK

ABSTRACT

This article explores the effect of mentoring on the career progression of Black and minority ethnic (BME) academics in senior roles in UK higher education institutions (HEIs). It draws on 37 interviews with BME academics working in HEIs in the UK and argues that whilst universities present a strong rhetoric of equality and diversity; this is not necessarily followed by specific policies and procedures which ensure a serious commitment to an equality agenda.

Keywords:

• Black and minority ethnic
• mentoring
• support networks
• higher education

13. Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. In this article, I use the term BME to refer to individuals who identify as Black, Asian and other minority backgrounds as identified in the Census (2011). However, I am aware of the complexities of the term such as the differences within and between different BME groups, and that BME groups are not homogenous.

2. The Equality Challenge Unit is a registered charity which works to advance equality and diversity for staff and students in universities and colleges in the UK, and to challenge unfair practices (see http://www.ecu.ac.uk/about-us/who-we-are/). From April 2018, the ECU became part of AdvanceHE to include the Higher Education Academy and the Leadership Foundation for Higher Education.

3. In 2011, the NIHR (National Institute for Health Institute) announced that institutions could not expect to be eligible for funding unless they had achieved a silver award for Athena SWAN. This announcement followed a 400% increase in the number of applications for Athena SWAN (Ovseiko et al, 2017).

4. Successful career trajectories was defined as individuals who had reached level 6 (Reader/Senior Lecturer/Associate Professor) or above and who were in a senior management role.

5. Post-1992 universities are former polytechnics that were given university status after the Further and Higher Education Act (1992). The Russell Group universities consist of 24 UK leading universities which demonstrate excellence in research teaching and regularly score highly in league tables. Plate glass universities were given university status in the 1960s prior to the Robbins Report (1963).