AUTHOR=Ugiagbe-Green Iwi , Ernsting Freya 

TITLE=The wicked problem of B(A)ME degree award gaps and systemic racism in our universities

JOURNAL=Frontiers in Sociology

VOLUME=Volume 7 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/sociology/articles/10.3389/fsoc.2022.971923

DOI=10.3389/fsoc.2022.971923

ISSN=2297-7775

ABSTRACT=The independent regulator for higher education in England, the Office for Students (OfS) set new national targets in late 2018 to achieve equality of opportunity in higher education by tackling degree award gaps.  The sector response to this was to measure degree award gaps between B(A)ME students and white students in their higher education institutions. Analysis of degree award gaps using quantitative methods, has revealed an ‘unexplained gap.’  We argue that the existence of this ‘unexplained gap’ is evidence of ‘systemic racism.’ However, the factors influencing a degree award and their associated gaps across different racialised groups of students is so complex, that its problematisation, never-mind its solution is inherently complex.  It is our view, therefore, that racialised degree award gaps is a wicked problem (Conklin 2005, 2009).  In spite of this, it is also our view that it is an important social justice endeavour that we must still seek to address as a sector.  To do so, we propose a mixed methods approach that uses dynamic centring and an intersectional lens to better understand the experiences of racialised students within the higher education ‘system.’  Current quantitative analysis of degree award gaps simply tells us how different groups of racialised students experience the system.  In using a mixed methods approach in the way we outline, we may better understand the racialised lived experience of our students and the factors influencing the experience of different racialised groups within the ‘system,.’ This solution focused approach can help create opportunities that enable students to better navigate social structures and systems and improve their experience in the system.   However, this will not address the wicked problem of degree award gaps itself, which is complex, pervasive & messy.