Empirical papers and institutional reports relating to racism in higher education and curriculum whiteness
- Alexander, C., and Arday, J. (Eds). (2015). Aiming Higher: race, inequality and diversity in the academy. Runnymede Perspectives. The report outlines how, whilst access to higher education has increased amongst BME students, inequality still exists in terms of experience and attainment.
- Ahmed, S. (2015). Doing diversity work in Higher Education (pp. 3-4). In Aiming Higher: race, inequality and diversity in the academy. Runnymede Perspectives. Ahmed sums up her qualitative work exploring the effectiveness of university diversity work.
- Bhopal, K., Brown, H. & Jackson, J. (2016) BME academic flight from UK to overseas higher education: aspects of marginalisation and exclusion. British Educational Research Journal 42(4), 240-257. The paper outlines why BME academics leave higher education, highlighting barriers to career progression and lack of coaching and mentoring as well as lack of recognition for their research.
- Clifford, V. & Montgomery, C (2014). Challenging conceptions of Wester higher education and promoting graduates as global citizens. Higher Education Quarterly, 68(1), 28-45. Addresses the issue of globalization and the internationalization of the curriculum through academic staff participating in an online course.
- Finger/ Jezebel (2015) http://jezebel.com/heres-how-new-texas-public-school-textbooks-write-about-1726786557 Analysis of Texan school textbooks’ treatment of slavery. Highlights minimization of it.
- Forstorp, P. (2008). Who’s colonizing who? The knowledge society thesis and the global challenges of higher education. Studies in Philosophy and Education, 27(4), 227-236. https://link.springer.com/article/10.1007%2Fs11217-007-9072-0 The concepts of ‘globalization’ and ‘knowledge society’ are expressions of neo-colonialism and assume a Eurocentric bias. Alongside increasing numbers of students from non-western countries attending higher education in the West, the growth of higher education in China and India have started to see a process of ‘outknowing of the West’ leading to the question ‘Who is colonizing who?’
- Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152X Content analysis of popular social science papers highlighting samples are predominately White & Western.
- NUS Racism in HE report (2012) http://www.nus.org.uk/PageFiles/12238/NUS_Race_for_Equality_web.pdf Focus groups and survey (N = 938) highlighting impact of whiteness on BME students in UK higher education.
- Pilkington, A. (2013). The interacting dynamics of institutional racism in higher education. Race Ethnicity and Education, 16(2), 225-245. A brief overview of the article is available here. Based upon the Macpherson report which claims that public organisations in British society are characterised by institutional racism and the Parek report which identifies 10 components of institutional racism, the article examines which are present in a Central England university. The paper highlights evidence that BME students are more likely to drop out, gain less good honours degrees, leave with fewer job prospects and exhibit less satisfaction in NSS surveys. This is reflected in academic staffing.
- Turney, L., Law, I., and Phillips, D. (n.d.) Institutional racism in higher education. Building the anti-racist university: a toolkit Outlines the findings of a HEFCE funded Innovation project based at the University of Leeds suggesting areas for consideration across the curriculum, teaching and assessment.
- UCL Collective (2015). 8 reasons the curriculum is white Outlines the issue of ‘race’ as an ideologically constructed social phenomenon and offers eight answers to the question: why is the curriculum white?
- Universities Scotland (2010) Race equality toolkit: learning and teaching http://www.universities-scotland.ac.uk/raceequalitytoolkit/ Provides practical guidance on ensuring equality across the curriculum, learning and teaching and assessment as well as recommended institutional action.
- Mowatt, R. A., Floyd, M. F. & Hylton, K. (2017)- A Peoples History of Leisure Studies The Philadelphia Negro as a Foundational Text. International Journal of the Sociology of Leisure, 1, 1, 55-73. An innovate paper that highlights the hidden Western and Whiteness of foundational texts to Leisures studies and argues instead for the inclusion of The Philadelphia Negro and other texts that not only centre BME people’s experiences but also are innovative in other ways. From the text: “Specifically, (1) canonical texts from sociology of Race should be considered for inclusion because they provide insight to the quality of life of populations of color that are not reflected in leisure’s canonical texts; (2) provide more accurate and complete characteristics of social history and context in which the classic movements originated and were initiated in to social life; and, (3) offer a considerable argument for the re-evaluation and restructuring of our historical explanation of the field to future generations of professionals” (pg. 70). Full paper here.
BME, anti-racist and anti-sexist HE archives
- Decolonizing Science Reading List https://medium.com/@chanda/decolonising-science-reading-list-339fb773d51f#.om5w2ivfq Compiled by Chanda Prescod-Weinstein
- 10 African American psychologists http://activemindsblog.org/10-african-african-american-psychologists-you-should-know/ Gratefully compiled & shared by Barrace Wallce Jr.
- Holliday (2009). The History and Visions of African American Psychology. Cultural Diversity and Ethnic Minority Psychology, 15,4, 317-337 A history- of African American psychology.
- Psychology’s Feminist Voices. A brilliant archive dedicated to highlighting women’s and feminist’s contributions to psychology. Features many BME women psychologists.