Abstract

Representation, conceptualised as a means of constructing and maintaining meaning, has been recognised as a vital element of everyday life. With this understanding, the absence of representation can have critical consequences for those who are underrepresented. The current statistics of Black female Professors in the United Kingdom (UK) indicate that Black female students are not represented by academic staff. This underrepresentation present in higher education raises an array of questions surrounding who is representing these students and what are the implications of this underrepresentation. This dissertation employs empirical methods of research to explore the impacts associated with underrepresentation on Black female students. The findings from this research have discovered that the impacts are likely to be negative and prerequisites of personal, structural and societal dimensions. The findings within this research have highlighted gaps in existing literature and provided recommendations for future research.

Keywords: Race, Gender, Education, Representation, Intersectionality, Critical Race Theory

Table of contents

Acknowledgements………………………………………………………………………………………………………………………………………………iii

Glossary…………………………………………………………………………………………………………………………………………………………….….iv

Chapter One: Introduction……………………………………………………………………………………………………………………………………..1

Chapter Two: Literature Review………………………………………………..………………………………………………………………….……….2

2.1 Race……………………………………………………………………………………………………………………………………………………….……….2

2.2 Gender……………………………………………………………………………………………………………………………………………………...……4

2.3 Intersectionality…………………………………………………………………………………………………………………………….………….…….5

2.4 Representation………………………………………………………………………………………………………………………………………….……5

2.5 Student Experience………………………………………………………………………………………………………………………….…..…………7

Chapter Three: Methodology……………………………………………………………………………………………………..….………………..……9

3.1 Research Paradigm………………………………………………………………………………………………………..…………………………….…9

3.2 Surveys………………………………………………………………………………………………………………………….………………………..………9

3.3 Semi-structured Interviews…………………………………………………………………………………..……………………………..……….11

3.4 Data collection and Analysis………………………………………………………………………………………….………………………………12

3.5 Reflexivity………………………………………………………………………………………………………………..…………………………….…..…12

3.6 Ethical Considerations……………………………………………………………………………………………………..……………………………13

Chapter Four: Findings and Discussion………………………………………………………………………………………………………….…..…15

4.1 Overview of the findings…………………………………………………………………………………………………………..………….…..…..15

4.2 Findings, themes and discussion……………………………………………………………………………………………………………..….…20

4.2.1 Theme One: The experience of underrepresentation…………………………………………………………………...……20

4.2.2 Theme Two: The impact of underrepresentation on the perception of Black women………………………….22

4.2.3 Theme Three: The impact of underrepresentation on sense of belonging……………………………………..……26

4.2.4 Theme Four: The impact of underrepresentation on career aspirations and trajectories……………….……30

Chapter Five: Conclusion………………………………………………………………………………………………………………………….………….35

References:…………………………………………………………………………………………………………………………………………………….…...38

Appendices:…………………………………………………………………………………………………………………………………………..……….…...50

Appendix 1: Research ethics checklist…………………………………………………………………………………………………………….…….…..50

Appendix 2: Participant information sheet-Interview……………………………………………………………………………..……….……....58

Appendix 3: Participant information sheet- Online Survey…………………………………………………………………………….……….…61

Appendix 4: Informed consent form………………………………………………………………………………………………………………….……..64

Appendix 5: GDPR (General Data Protection Regulation) privacy notice………………………………………………………….…….….65

Appendix 6: Survey questions and consent form.………………………………………………………………………………………….………….66

Appendix 7: Interview questions……………………………………………………………………………………………………………..……….……….67

Acknowledgements:

‘But blessed is the one who trusts in the Lord, whose confidence is in him. They will be like a tree planted by the water...its leaves are always green. It has no worries…and never fails to bear fruit’ Jeremiah 17:7-8

First and foremost, I would like to express my utmost gratitude to God. Without the grace and goodness of God, the peace and strength that I needed to complete this dissertation would cease to exist. To my dearest Mother, thank you for always instilling a spirit of excellence in me and making sure that I know there is greatness in me. Thank you Dad for your continuous support and prayers throughout. I would also like to thank my Aunty Doreen for her unwavering guidance, support and for showing me that Black Women can excel despite the odds against them. To my family and friends, thank you for your words of encouragement and for making my experience of University easier and enjoyable. Thank you to all the participants who willingly gave up their time to participate in this research. Last but not least, I would like to express my immense gratitude to my supervisor Dr Amal Kabesh. Your ongoing help, guidance and honesty has pushed me beyond what I thought was capable.

Glossary

ACMN- African Caribbean Medical Network

ACS- African Caribbean Society

BAME- Black Asian and Minority Ethnic

Black- Individuals of ‘African, Caribbean and other Black background’ (Rollock, 2019:4)

BME- Black and Minority Ethnic

BSA- British Sociological Association

CRT- Critical Race Theory

HE- Higher Education

HESA- Higher Education Statistics Agency

LTA- Learning, Teaching and Assessment

ONS- Office for National Statistics

PWI- Predominately White Institution

SU- Student Union

UK- United Kingdom

Chapter One: Introduction

Studies (Tate and Bagguley, 2017; Alexander and Arday, 2015) and statistics show that the participation of Black and minority ethnic (BME) students in university has increased over the past few years. Despite the growth in student representation, the recruitment of Black academic staff is not reflected (Shillam, 2015). This reflection is evident in Rollock’s (2019) report that showed across the United Kingdom (UK) there are only 25 Black female Professors, highlighting the disproportionate representation in the UK professoriate. Research on representation have demonstrated the importance and impact of representation (Hall, 1997; Dee, 2004), suggesting that underrepresentation can have severe consequences. As Black female students are least represented by full Professors, the purpose of this dissertation is to delineate the implications and impact of underrepresentation in relation to Black females’ university student experience. Through mixed methods of online surveys and semi-structured face to face interviews, the dissertation seeks to address and answer the main research question: What impact, if any, does underrepresentation have on Black female students?

The dissertation will begin with the comprised tenet literature in Chapter Two. This chapter will set the historical and theoretical foundation of the discourses and the relevant debates. Following this, Chapter three will present the research methodology in which the chosen methods, data collection and ethical considerations will be explored and evaluated. Chapter four will proceed by presenting the findings of my research, providing discussion of the themes identified in the literature review. Finally, the dissertation will conclude with the summarisation of the overall findings. The extent to which the research question has been answered will be explored, additionally presenting recommendations for future research.

Chapter Two: Literature Review

This chapter compiles and assesses sociological, theoretical and historical ideologies that contribute to the understandings of race, gender, higher education (HE) experiences and representation.

2.1 Questions of ‘Race’

Throughout history, questions of ‘race’ have been introduced, challenged and refined in relation to the social context (Brah, 1996). Consequently, the notion ‘race’ is multifaceted (Gilroy, 1987; Hall, 1992) and employs different meanings across time, place and space. Within the context of Britain, ‘race’ has been categorised as White, Black, Mixed, Asian and Other (Aspinall, 2009). These categories are subdivided to show country of origin, highlighting the interaction between ‘race’ and ethnicity. For example, the category for Black includes British, African, Caribbean and Other (Office for National Statistics, 2011). The acronyms BME or BAME have also been employed to encompass the differentiated racialised minorities in contemporary Britain (Bhavnani et al, 2005). Contrastingly, other countries such as America, have adopted different classifications for ‘race’. Due to the pejorative nature of previous terminology, Black people are referred to as African American (Smith, 1992).

Theoretical frameworks have emerged and developed over decades to explore race relations within society. Historically, biological understandings of ‘race’ focused on innate differences as perceived in the 18th and 19th century. Race science theories, such as Social Darwinism, averred that particular races are superior to others, perpetuating racism (Gould, 1981; Darwin, 1871). Through the advancement of society and research concepts of ‘race’ have developed, leading to different perspectives in modern scholarship. For example, scholars such as Mirza (2006) have highlighted that ‘race’ can be signified by cultural differences and ethnicity.

Du Bois (1903), considered to be a vanguard for ‘race’ research (Anderson, 1996; Marable, 1986), saw ‘race’ as a paramount social concern. Within ‘Souls of Black Folks’ Du Bois (1903) presented the notion of ‘the color-line’ to represent the divide between Black people and White people due to complexion. Similarly, Fanon (1986) also explored the division from a phenological point of view, emphasising that skin complexion is a signifier of difference. Fanon stated that Blackness overrides other attributes and thus leads to being imbued with ‘othering’. Using psychoanalytic theory, Fanon noted that ‘othering’ caused Black people to try to assimilate into another culture in attempts to become more desirable. For example, Fanon documented that the Antillean Black people would speak French to assimilate into another culture. Since the writings of Du Bois and Fanon, many historical and monumental events have taken place for the equality of Black people. Nevertheless, despite these progressions, contemporary scholars have reiterated and identified inequality towards Black people.

Critical race theorists (Bell, 1992; Crenshaw, 1988) perceive ‘race’ to be a social construct. Within this context, ‘race’ maintains the interests of the ethnic majority through power structures. This particular theory has been employed by various scholars (Lynn and Dixson, 2013; Gillborn, 2005; Ladson-Billings and Tate, 1995) to highlight the racial inequalities that arise, particularly in relation to education. However, despite the interdisciplinary application of this race theory, criticisms have contested this idea. Chakrabarty et al (2012) claimed that the theory is centralised around American discourses. Nevertheless, the CRT can be applied to understanding British experiences as Warmington (2019) noted that the theory is relevant when addressing ‘race’ nuances despite oppositions.

Winant (2001) argued that phenomena of ‘race’ can affect the experiences, thoughts and ‘accomplishments of human individuals and collectives’ (2001:1). Throughout history the experiences of Black people have been documented, displaying that being Black has been the rationale for racism, prejudice and paternalism (Hall, 1991). For example, Dillon (2014) stated that there are restrictions on the life chances of Black people, which can be seen in the substantially higher unemployment rates of Black men despite their educational attainment, as explored by Heath et al (2008). Research additionally demonstrates that Black students and staff experience pervasive racial injustice in Higher Education (Arday and Mirza, 2018; Bhopal, 2017). The plethora of research on ‘race’ shows that whilst every experience is not synonymous, ‘race’ is significant and crucial to consider for this particular dissertation.

2.2 Gender

Understandings and notions of gender have evolved over time but is broadly referred to as the ‘social aspects of differences and hierarchies’ between different genders such as male and female (Macionis and Plummer, 2012: 392). Within sociology and other disciplines, gender has been discussed as a pivotal problem in society (Jacobs and Gerson, 2004). Due to the androcentric nature of previous research, many issues surrounding gender have been addressed by feminist theorists.

A large body of feminist literature exists on the marginalisation and oppression of women in past and present society (e.g. Smith, 1990). Displaying the differences and disparities that women face in comparison to men, comparative literature has also emerged (Lorber, 2001). Previous research has highlighted that in the past women were associated with gendered rights, roles and stereotypes (Sen, 1995). This however has shifted over time, suggesting that women are no longer oppressed or restricted by patriarchy. Recent research has shown that more female students attend university, outperform male students and choose fields of study that were considered to be gendered (Ayalon, 2003).

Despite these developments’ studies have found that female students are impacted by disparities. For example, a longitudinal study by Babaria et al (2012) showed that female medical students experienced gender discrimination. These disparities are also present in employment rates, gender pay gap and opportunities of women (Graf et al, 2018). For example, statistics provided by the Higher Education Statistics Agency (HESA) show that only 22% of Professors were female (HESA, 2015). This demonstrates that women encounter challenges at various stages of their lives due to their gender.

It has been argued that feminist contributions to research are subjective. Nevertheless, scholars such as Stanley and Wise (1983) argued that research conducted by feminists is necessary especially regarding studies of women. Harding (2004) also noted that research from the perspective of men only produces partial understandings of social life. The literature outlined explores the role gender can play in the underrepresentation of women, particularly in higher education professions. This is vital in identifying the oppositions women may face in pursuing professorship as a result of their gender.

2.3 Intersectionality

Due to the lack of literature in relation to Black women’s experience Crenshaw (1989) coined the term intersectionality. Intersectionality refers to the ways in which categories of differences, such as gender and ‘race’, interact and intersect and subsequently impact the experiences of individuals.

Collins (1990), a feminist and standpoint theorist, recognised that whilst all women share a standpoint of historical oppression, Black women offer a different standpoint due to the intersection of their social divisions. As social divisions, ‘race’, class and gender ‘represent the three systems of oppressions’ that affect Black women heavily (Collins, 1990:225). Collins (2004) expands the standpoint of intersectionality by stating that Black women’s experiences do not need to be restricted to the intersection of ‘race’, class and gender as there are other possibilities, such as ‘race’, gender and sexuality.

Studies of intersectionality display that intersectionality can take place in a variety of settings in society. Drawing upon a Black feminist epistemological framework, Mirza (2005; 2006) explored the ‘embodied intersectionality’ (Maylor, 2009:789) of ‘race’ and gender in relation to Black women’s educational experience and employment. This body of work highlights the struggles endured within education and employment as a result of the interplay of ‘race’ and gender. This will be considered within this dissertation.

2.4 Representation

The concept of representation has been defined and developed by several scholars, such as Hall (1997). Theories of representation have been placed into three approaches, Reflective, Intentional and Constructionist. Representation has been identified by Hall (1997) as a process whereby members of a culture produce and share meaning. Hall enhances this defintion by stating that there are two systems of representations, one whereby objects, people and events correlate with ‘concepts or mental representations’ (1997:17). Contrastingly, the second system involves constructing meanings and ideas that do not already exist. Regardless of the approach taken, representation in relation to ‘race’ is crucial for an array of reasons (Evans, 2016; Banducci et al, 2004).

In relation to education, research has suggested that representation is beneficial for students (Egalite et al, 2015; Dee, 2004). For instance, Egalite et al (2015) study showed that there is a positive association when students were matched to teachers of the same ‘race’ as them. The positive impact of representation may include increased student attainment (Hess and Leal, 1997), prevention of racism (Carrs and Klassen, 1997) and a sense of belonging. For example, Reay and Mirza (1997) found that Black supplementary schools, where Black children were being taught by Black teachers outside mainstream schooling, was a method of social inclusion.

Within the last decade, notable research specifically focusing on experiences of Black female Professors in the UK has arisen (Rollock, 2019; Gabriel and Tate, 2017; Leathwood et al, 2009; Wright and Channer, 2007). These literatures not only note the navigation of Black women into their pathways of professorship, but also acknowledge the role’s representation. It was found that Black women with positions in academia often took on roles of mentor and confidante. Whilst Rollock’s (2019) report visualised representation’s role in academia, she also noted some professors stated that ‘ethnicity does not matter’ when receiving help (2019:32). This suggests that representation may not be as important as other studies suggest. Despite this, representation still has an apparent contribution in experiences. In recent retrospect, Fazackerley (2019) reported that amongst other barriers such as funding, the lack of representation in Black academic staff led to PhD students feeling anxious and imposter syndrome.

As the research focuses largely on representation in lower level education and from the perspective of representatives such as professors, there is limited research in the UK on the impact of representation on students within HE. This opaque area will be explored further.

2.5 Student Experience

Student experience can be impacted by an array of factors such as location, style of teaching and the curriculum. In predominantly White institutions (PWI) such as universities, the experiences of Black students differ from their White peers. Within research centralised on Black student experiences there are common recurring themes that emerge, including the attainment gap (Troyna and Carrington, 2011), unrepresentative curriculum (Andrews, 2015) and sense of not belonging (Bhopal, 2014).

The attainment gap of Black students in comparison to their White counterparts has evinced through research, displaying the disparity within different stages of education. Attainment differentials persist in higher education as Black university students are less likely to obtain a first or upper second degree in comparison to other ethnic groups. Whilst there are various factors that may contribute to student’s attainment (Smith, 2017), research has presented racial experiences such as racism as key attributes (Broecke and Nicholls, 2007). The discrepancy in attainment can subsequently lead to further progression challenges in HE, employment and professions (McDuff et al, 2018; Zwysen and Longhi, 2016).

Read et al (2003) noted that feelings of belonging are vital for positive learning experiences but may not always be the experience of BME students compared to their White counterparts (Parker et al, 2017). Narratives of BME student experiences from research shows that feelings of otherness, imposter syndrome and isolation are frequent in HE (Davies and Garrett, 2012). Contrastingly, research conducted by Jessop and Williams (2009) found that BME students felt they belonged despite studying at a PWI and experiencing racism. Nevertheless, a substantial body of recent research has identified belonging as a major challenge for many Black students (Parker et al, 2017; Thomas, 2015; Shoderu, 2012). For instance, difficulties in belonging have impacted the student attrition of Black students (Keohane and Petrie, 2017; Thomas, 2012).

A combination of coping strategies has been employed by Black students in order to resist racial microaggressions and protect themselves during University (Lewis et al, 2013). Due to their ‘race’ and gender, Black female students may experience gendered racism whereby racism and sexism simultaneously interact (Essed, 1991). As a result, varied internal and external strategies may be adopted to cope with these stressors (Shorter-Gooden, 2004). Through interviews Shorter-Gooden (2004) identified several strategies that Black women used including reliance on prayer and spirituality, avoiding contact and dependence on social support. In the UK, dissatisfaction amongst Black students has led to student-led campaigns and initiatives such as ‘why is my curriculum White?’ and ‘why isn’t my professor Black?’ (Peters, 2018). These campaigns have empowered Black students helping them to combat the challenges faced in their student experiences.

As precedingly outlined, the literature of student experiences focuses on the challenges of being underrepresented amongst their peers as opposed to being underrepresented in academic staff. The limited scope to staff underrepresentation and student experience presents the opportunity to investigate the implications of underrepresentation and whether these contribute towards future career prospects and avenues.

Summary

The reviewed literature has demonstrated ways in which ‘race’, gender and representation can be understood, highlighting associated impacts in education institutions. Whilst the historical and theoretical insight has provided a firm foundation to build my study upon, the extant research mainly focuses on the experiences of staff and earlier stages of education. The dearth of literature surrounding the experiences of Black female university highlight areas that need to be explored. Therefore, this dissertation will contribute to the existing literature by exploring these gaps.

Chapter Three: Methodology

Introduction

The conduction of empirical research within social science disciplines enables the development of perspectives (Gilbert, 2008). Chapter Two outlined that some of the ways in which student experience is impacted by underrepresentation. Thus, highlighting the need to explore the impact of underrepresentation of Black female students with reference to Black female Professors. This chapter is therefore comprised of the methodology, presenting the rationale and theoretical underpinnings.

3.1 Research paradigm

For this dissertation a mixed method approach was adopted to explore what impact, if any, does underrepresentation have on Black female students? The combination of quantitative and qualitative methods was chosen for this research due to the associated strengths and benefits. Through using a mixed method approach, Deren et al (2003) found that ‘both methods provided both discovery and validation for each other’ (Deren et al, 2003:10). Using this methodological approach will enhance the scope and quality of the research. In addition, as opposed to a literature-based dissertation, this method would allow a personal insight (Clarke and Jack, 1998).

3.2 Online Surveys

The quantitative method of online surveys was employed for this research. The justification for this chosen method lies in the practicality. In comparison to alternative quantitative methods, online surveys can reach a diverse range of participants and has become an increasingly preferred method (Harlow, 2010; Evans and Mathur, 2005). This first method was used to gather foundational data on whether representation matters in Higher Education. As semi-structured interviews sequentially followed the surveys, the data helped inform the content.

To comply with data protection requirements, an electronic self-completion survey was created and uploaded to the University-provided Office365 forms. The survey was advertised through a poster that included the specified requirements as well as an accessible link and QR code that could be scanned.

Through using an internet webpage link and QR code this allowed participants to complete the survey on their desired device such as a laptop or mobile phone. Due to the unpredictability associated with the response rate (Bryman, 2012), it was vital to make the survey as easily accessible as possible. If required, the survey also included a speaking feature that read aloud the information and questions, increasing accessibility.

Before accessing the survey questions, the participant information sheet was shown followed by the consent form. This allowed participants to be aware of the process as well as the requirements such as being aged between 18-58 years old. The requirement of being aged between 18-58 was chosen to have an age range of 40 years. This age range would allow differences or similarities in answers to be easily identified and increase the response rate.

To ensure that participants did not rush through the questions or see all the questions at once, each question was given a separate section. To prevent participants from missing questions, the required feature used restricted access to the next section until an answer was selected. All six questions used for this survey were closed ended questions. However, the last three questions included the opportunity to explain the selected answer. This option was included to gain more data and depth in order to help shape the interview questions and to give the participants the opportunity to expand on their answers if necessary. To build upon the existing literature as discussed in Chapter Two, the survey questions were related to some of the literature such as representation.

3.3 Semi-structured Interviews

As my research aimed to gain and understand the perspectives of students’ experiences, a qualitative approach allowed a deeper examination of the impact of representation (Hennick et al, 2011). Through the use of semi-structured interviews, a phenomenological approach will be introduced as it aims to identify an individual’s perspective concerning their circumstances (Taylor et al, 2015).

Face to face, in depth semi-structured interviews was chosen for this research due to the associated strengths. In contrast to other methods such as questionnaires, semi-structured interviews would acquire in depth knowledge (Bryne, 2004). This would enable me to collect and develop data that may have not been discovered extensively through the surveys. Additionally, it is a useful method when topics discussed need further elaboration or explanation as probes can be used (Roulston, 2012).

Due to the sensitive nature of ‘race’ research (O’Hare, 2014) it was important to use a method that could be adjusted to prevent difficulties from arising. The flexible nature of semi-structured interviews enabled this as the direction of the interview could be changed according to each individual interview (Drever, 2003). To overcome limitations, such as a lack of understanding of the questions, terminology and language, the interviewees were given the opportunity to ask questions. Additionally, I ensured that the interviewee understood before responding.

Sampling

In order for participants to participate they had to self-identify as ‘Black’, ‘female’ and be a current undergraduate student. For this research participants selected from the University of Nottingham student population were accessed through personal networks.

Interview Process

All interviews were conducted in a private study room in Hallward Library, The University of Nottingham. The library study room was selected as the most suitable location for the interviews as it ensured privacy and safety whilst being easily accessible for the participants. Prior to the interviews taking place, the setup of the study rooms were rearranged to eliminate distractions. Following consent, each interview was recorded and transcribed afterwards. To ensure that each interview remained focused a predetermined guide was used which included questions and general topics.

3.4 Data collection and Analysis

The data was collected using a recording device during the interviews. This technique allowed me to fully engage and concentrate on the interviews, ensuring that the interviewees were not distracted by me taking notes. Following the interviews, the recording was helpful for transcribing as I was able to clearly hear the interviews and type all the data for the findings.

With the interviews providing the main findings, I decided to use thematic analysis. This method was employed as it allowed me to identify and report the patterns that emerged (Braun and Clarke, 2006). Through manually highlighting and categorising the transcribed data I was able to identify key reoccurring themes. The themes identified were used to write the findings and discussion in Chapter Four.

3.5 Reflexivity

According to Roulston (2010), the term reflexivity refers to the researchers ‘ability to be able to self-consciously refer to him or herself in relation to the production of knowledge about the research topic’ (Roulston, 2010: 116). Lynch (2000) noted that reflexivity should be used with caution as the term can have different meanings. Nevertheless, reflexivity is considered to be an important stage of research as it provides the researcher the opportunity to see how they may have affected the outcomes or how they were affected.

For this research, as a Black female student it was pertinent to reflect on my positionality as the sole researcher of this dissertation. Using a prospective reflexive approach, I considered how my student status for example may affect this dissertation. As prospective reflexivity enables the researcher to understand and avoid bias (Attia and Edge, 2017), by applying this approach, I do not think that these factors influenced the dissertation at any stage.

3.6 Ethical considerations

In research ethical considerations are paramount as they ensure that professional and moral integrity are maintained throughout the process (BSA, 2017). Ethical issues can potentially arise at any stage during research; therefore, the necessary requirements must be abided by to prevent potential implications.

In order to prevent potential ethical implications during and after the research is conducted, a series of mandatory procedures was employed. These procedures included following the guidelines provided by the School of Sociology and Social Policy that were tailored appropriately to my Undergraduate level. Prior to conducting research an ethical clearance application was submitted and approved by the University’s Research Ethics Committee. Following approval, an informed consent form was provided for all participants (Please see appendix 4). Bryman (2012) noted that consent forms allow the participants to be fully informed about the nature of the research, thus eliminating ethical issues.

Invasion of privacy is another important ethical consideration. Although the research is overt and participants provide consent, it is crucial to include confidentiality and anonymity. Confidentiality and anonymity provide protection of the participants as their personal information will not be disclosed during or after the research. In addition, it is vital that participants are aware that they can withdraw at any point with no question or obligation as identified in the Participant Information Sheet. As online surveys will be used, is it vital to recognise the ethical considerations in relation to the internet as a data collection method. Pace and Livington (2005) argue that the identities of the individuals participating should be protected. Identities were protected by not requiring any personal identification, such as names, to ensure anonymity.

Although no harm was expected for this research, the potential harm was considered. According to Bryman (2012), harms can induce stress and low self-esteem. Due to the research collecting information on people’s personal experiences, it was vital to consider the harm. To reduce the risk of harm being caused, the questions were designed to explore topics but only to the degree where participants felt comfortable to disclose certain information. Additionally, each interview would be handled sensitively, for example, if participants express signs of distress the researcher would check if they are okay and potentially terminate the interview if it was in the best interest of the participant.

Chapter Four: Findings and Discussions

Introduction

This chapter will firstly provide an overview of the findings that were collected through the surveys and interviews. Following this, the findings will be discussed and evaluated in depth using thematic analysis.

4.1 Overview of the findings

Surveys

As stated in Chapter 3.2, online surveys were used to gather preliminary data concerning the main topics from the literature review. These results were taken from the University-provided Office365 forms where the survey was uploaded. Subsequently the data was collated using Microsoft Excel as this was the only accessible software amidst Covid-19. The survey entailed six close ended questions following the consent form concerning age, student status, representation and student experiences. The response rate for the survey was 30 participants with an average completion time of 12 minutes.

Age

As discussed in the methodology the age range of 18-58 years old was selected for this research. Table 1 and Figure 1 show that 29 of the responses were from participants aged between 18-28 and one response was from a participant aged between 51-58 years old.

Table 1:

Age range Frequency

18-28 29

29-39 0

40-50 0

51-58 1

Figure 1:

Student status

Alongside the requirements being a UK resident and aged between 18-58, participants must have attended or are attending University in the UK.

Table 2:

Student status Frequency

Current student 24

Previous student 6

Figure 2:

Table 2 and Figure 2 show that 24 of the participants were current students whereas 6 of the participants had already attended university. This meant that graduates accounted for 20% of respondents.

Representation and student experience

The four remaining questions of the survey focused on representation and student experience.

Table 3:

Question Response Frequency Percentage

Diverse university Yes 25 83%

No 5 17%

Taught by a Black female Professor Yes 10 33%

No 20 67%

Represented at University Yes 10 33%

No 20 67%

Representation matters Yes 29 97%

No 1 3%

Figure 3:

The results in Table 3 and Figure 3 show the responses to questions 3,4,5 and 6 (see appendix 6). These results show that 25 participants felt that their university was diverse. However, only 10 participants had been taught by a Black female Professor. Similar results are shown for the question ‘Do/Did you feel represented at your University?’ with 10 participants selecting ‘Yes’. The table clearly shows that 97% answered ‘Yes’ to the question ‘Does representation matter to you?’

As mentioned in Chapter 3, the question ‘Have you been taught by a Black female Professor?’ featured the option to expand their answer. This question included ‘If you selected ‘Yes’ what did that mean to you? If you answered ‘No’ what do you feel you missed?’. All 30 participants expanded on their answer citing various answers of what is meant to be taught by a Black female Professor.

The penultimate question ‘Do/Did you feel represented at your University?’ also included the option to explain their answer in more detail. Similarly, to the previous question, all participants developed their answer. The final question concerning whether representation matter was followed by ‘Please explain your answer’. After selecting ‘Yes’ or ‘No’, in total 29 of the participants explained their answer citing reasons such as sense of belonging.

Interviews

Regarding the interviews, there were six participants. These participants included two first year students, two second year students and two final year students. Following the interview process as explained in Chapter three, the recordings were transcribed and coded.

The interview guide featured ten questions (please refer to appendix 7) that were related to the topic and developed from the survey and literature review. Similarly, to the surveys, the first five questions focused on representation and student experiences such as ‘What does representation mean to you?’ and ‘Would more representation improve your university experience?’.

The findings show that to the interviewee’s representation meant having someone that looked like them. Additionally, representation was important to all six of the participants and more representation would improve their university experience. There were slight differences in the answers for the question ‘Do you feel represented at your university?’ as three said ‘Yes’ and two answered ‘No’. One of the participants was hesitant to say ‘Yes’ or ‘No’ as they felt represented in some ways such as in university societies but not in others such as lectures.

The remaining five question focused on representation in relation to the underrepresentation of Black female Professors, intersectionality and career aspirations. For example, questions such as ‘Would you pursue an academic profession if you were represented?’ was included. All interviewees answered ‘Yes’ but stated reasons why they would not pursue this profession. These reasons ranged from not feeling that they would belong to not being offered the opportunity.

As these were semi-structured interviews other topics were discussed throughout such as sense of belonging and education background. The findings from the interviews shaped the themes discussed in 4.2.

4.2 Findings, themes and discussion

Through thematic analysis, four overarching themes were identified. These main themes were selected through highlighting then categorising terms across the data such as shocking. Employing this method allowed me to identify recurring key concepts as well as other concepts that have been imbedded into the main themes.

The first theme identified will address the experience of underrepresentation. Subsequently, the second theme discussed will outline the impact of underrepresentation on the perception of Black women. Following this, the remaining two themes will explore a sense of belonging and career trajectories as a consequence of underrepresentation. All of these themes relate to the main research question: What impact, if any, does under representation have on Black female students? For the purpose of maintaining anonymity, interview participants will be referred to as interviewees followed by a letter. In order to easily identify and differentiate survey and interview data, the survey participants will be referred to as respondents followed by a number.

4.2.1 Theme One: The experience of underrepresentation

Literature explored in previous chapters outlined that UK Universities, particularly Russell Group Universities, have comparatively fewer Black students and staff (Tate and Bagguley, 2017). In this study I wanted to explore the impact of this disparity on Black female students with specific relation to Black female Professors. The findings from this study were in line with the findings from the aforementioned studies.

Throughout the survey and interview data, participants articulated their own observations of the racial demographic present on their course and campuses. During the interviews, it became apparent that underrepresentation was expected amongst all the interviewees. This expectation arose through discussions relating to their university choices, professors and peers. Following the question, ‘Did you know that there are 25 Black female Professors in the UK?’ all six interviewees answered ‘No’ but through their following comments and reactions, it seemed as though a low statistic was expected. For example:

Interviewee A: “I did not know that...I’m a bit tired, shocked but also kind of expecting a statistic like that… it should not be normal it is’’

Interviewee E: “No, that’s ridiculous and quite shocking. I’m not surprised but thought it would be higher because there are so many of us in this country’’

The recurrent use of emotions like shocked and sad indicated that despite the expected low statistic, interviewees were surprised by just how low it was. Most of the interviewees were aware that in general there are nearly 19,000 Professors in the UK and were therefore devastated that only 25 Black women contributed to that figure. Some of the interviewees voiced that the statistic should be higher because they know people who have PhDs or are interested in becoming Professors.

Prior to attending university, some interviewees shared how their experiences of secondary school shaped their university applications. Whilst all interviewees differed in terms of school, socioeconomic background and A Level choices, they all expressed their aspiration of attending a Russell Group University. With the desire to attend particular universities, the interviewees mentioned their awareness of the underrepresentation that they were going to experience at university due to the underrepresentation already experienced at secondary school. For instance:

Interviewee B: “A Lot of my choice was to do with Nottingham having more Black people than the other three... because I knew that I was going to a Russell Group uni I knew that any uni I chose there would be less Black people. I was used to it from secondary school because I was the only Black girl from year 7 to 11’’

Alongside being one of the few, if not the only Black student, some interviewees also shared that they had never been taught by a Black teacher in school, so it became a norm to not see a BAME teacher within education. The underrepresentation present in secondary school is supported by research findings by Miller (2016). Within these studies Black students tend to not be represented amongst peers and staff which can have negative impacts that will be further discussed in following sections.

In response to the question ‘Do you feel represented at your university?’ there were a range of responses as some participants felt represented due to the Black student population whilst other participants expressed dissatisfaction with the staff and student population. This finding suggests that representation can be displayed differently to different people and may be dependent on factors such as the course. For example:

Interviewee D: “No, no, no. I know I am a minority, I am a woman...in terms of being a Black Woman especially in healthcare you don’t really see enough representation of us in this university and in general as well’’

This finding coincides with the findings of Connor et al (2004) which found that certain courses such as Law statistically have more ethnic minority representation in comparison to other courses such as Humanities. This pattern was also seen in the courses of the interviewees as one of the interviewees studying law mentioned that comparatively the population of Black students on her course is quite significant.

Nevertheless, despite variances in feelings of representation, all interviewees agreed that more representation would improve their university experience. This finding shows that although there are ways in which students may feel represented, there is a clear lack of representation of female Professors.

4.2.2 Theme Two: The impact of underrepresentation on the perception of Black women

Referring to the way in which Black women are viewed by others, the perceptions of Black women was a key theme identified through the survey and interviews. The perceptions expressed by the interviewees ranged from media portrayals to personal perceptions of themselves, highlighting the negative connotations attached to Black women in wider spheres as well as higher education. Respondents and interviewees demonstrated apprehension towards the way Black women are perceived by other people, highlighting that there are preconceived perceptions in some cases. For example:

Respondent 13: “Without representation there’s bound to be misconception, if you’re not being taught by Black Professors’ people will begin to think that Black people aren’t well equipped for such roles which is certainly not the case’’

As addressed in the response above, misconceptions may arise as a result of not having any personal representation. These misconceptions may stem from portrayals presented in various media outlets such as the news and social media which may be manufactured (Cohen and Young, 1981). In analysing the presented portrayal of Black women in the media, Rousseau (2013) found that Black women were shown as loud and aggressive.

Across the interviews, interviewees expressed concerns of their own perceptions which highlighted insecurities. Many interviewees were cautious of the way that they would be perceived by peers and staff which resulted in employing strategies to deflect attention from themselves. These tactics ranged from not applying for extenuating circumstances, to not asking for help with assessments and code switching Moreover, two of the interviewees mentioned that they either shortened their name or used the English version instead of the African alternative at university. During the interviews, one of the interviewees referred to numerous occasions where their name had been mispronounced or used as a joke. As a result, they decided to shorten their name in order to prevent confusion and to make it less conspicuous.

The strategies mentioned are supported by other research. For instance, Durkee and Williams (2015) found that code switching was commonly used by Black students to maintain and elevate social status. Wood et al (2009) research asserted that names were used as ways of distinguishing people based on their ‘race’. Due to this decipher of difference, it has also been noted that than many individuals change their names to appear more British, decrease discrimination and increase their employment prospects (The Runnymede Trust, 2012).

From my research it has become apparent that through their experiences, some of the participants have changed elements of themselves such as their names or accents to receive more acceptance. For example, interviewee E fluctuated between her Nigerian and English accent. Previous literature discussed in Chapter Two outlined that racial issues such as othering caused Black people to try to assimilate into a culture that was deemed as more acceptable (Fanon, 1986). This is also supported by Osler (1999) found that BAME students consciously constructed parts of their identity to be seen as more acceptable.

Similarly, to the findings in the preceding section, some of the experiences of the interviewees was also present in secondary school. Four of the six interviewees recalled how they felt they were not capable of doing certain things because they were not encouraged by teachers or the teachers' perceptions of them limited the help they received.

Interviewee D: “Teachers don’t encourage Black students which causes self-doubt’’

Interviewee F: “The Black people at my school were very opinionated and the teachers did not like that because we wanted access to resources that the boys were offered but the teachers interpreted it as us being rude and aggressive, the typical Black girl stereotypes’’

These findings are congruent with findings from research conducted by Gershenson et al (2016) whereby White teachers had significantly lower expectations for Black students' education. These lower expectations in LTA practices may contribute to the attainment gap as noted by Singh (2011). The negative stereotypes are not exclusive findings as other scholarship have found that Black girls tend to be labelled and perceived as rude and ‘loud’ (Morris, 2007: 501; Gillborn, 2003). These findings highlight some of the actions present in microaggressions as they are common, subtle actions against marginalised groups that express prejudice whether unconsciously or consciously (Sue, 2010).

Whilst none of these microaggressions were reported in relation to university, it is worth noting that it is not exempt to higher education as studies (Milkman et al, 2014; Harper, 2013; Housee, 2011; Allen, 1997) have found that Black students experienced institutional and interpersonal racism such as stereotyping. In this study interviewees mentioned occasions where they felt they experienced differential treatment but did not act on it as they did not want to do anything that could potentially jeopardise their degree.

Following questions such as ‘Is representation important to you?’, it became noticeable that some of the interviewees lacked confidence and were hesitant to do things as a result of underrepresentation. For example:

Interviewee F: “Definitely, I'm Black and a female. It is hard being both of those things in this day and age. Seeing a Black girl on a poster subconsciously lets me know that there is space for me’’

Interviewee B: “I think it is definitely empowering. If you see representation you are not as scared to do things’’

The statements highlight the necessity for representation as it is clear that representation can be instrumental in aiding success.

The interview responses and the visual data presented in Figure 4 shows that representation is considered to be important. From the survey responses 29 (97%) out of 30 respondents answered ‘Yes’ to the question ‘Does representation matter to you?’.

Figure 4:

In addition to the question ‘Does representation matter to you?’ the opportunity to explain the selected answer was included. All 30 respondents expanded their answer citing reasons why representation matters to them. These reasons included diversity, sense of belonging, misconceptions and motivation. For example:

Respondent 23: “Being seen and your opinion/voice heard and not feeling alienated is important, as this may have significant adverse impacts on mental/emotional health as well as academic performance. Having people who represent you in higher positions of authority... can inspire individuals’’

The reasons behind representation and whether it matters signify the importance of having representation in institutions such as Higher Education. Throughout the findings of this particular theme, the effects of not having representation are shown to be detrimental to Black students’ education and experience especially if they are perceived negatively.

4.2.3 Theme Three: The impact of underrepresentation on a sense of belonging

The third theme addresses the sense of belonging in relation to underrepresentation. This overarching theme was presented in Chapter two outlining the importance of sense of belonging to student experience and success (Bhopal, 2014; Thomas, 2012). From the findings it was clear that having a sense of belonging was a crucial element of student experience. Within the data, three main aspects of student experience aided the sense of belonging; societies, students and staff.

Societies

From the survey and interviews, respondents mentioned university societies such as the African Caribbean Society (ACS), One Heritage, African Caribbean Medical Network (ACMN) and BAME SU Network. The recurrent mention of these societies emphasised the significant and relevant role they played in their experience of university. Events run by societies such as these were considered to be safe spaces where they could relate and be themselves. For example:

Interviewee B: ‘‘I went to ACS a lot in first year because there was hardly any Black people in my accommodation so it helped me’’

Alongside the aforementioned societies, interviewees also mentioned societies such as the Ghanaian society. Although this society is not exclusive to students of Ghanaian descent, interviewees considered this to be a way of learning and embracing their culture. Additionally, respondents and interviewees relayed that their curriculums are not racially or culturally diverse and that they often learn more about their ‘race’ through societies such as these.

Interviewee six: “I’ve learnt a bit about African Philosophy in my own time and through the Ghanaian society but it’s a shame that it doesn’t even feature on my course”

Peters (2015) noted that the lack of racial diversity in curriculum is a ‘fundamental educational challenge’ that is inherently structural (Peters, 2015:641). Scholars (Charles, 2019; Peters, 2018) have also noted that movements to address the decolonisation of the curriculum have increased over the past few years.

Societies that were unrelated to ‘race’ were also referred to but were not seen as favourable as the other societies. For instance:

Respondent 17: ‘‘Outside of ACS I don’t feel like I’m represented in major areas like medicine, where the surgical caps don’t even fit our various hairstyles’’

Respondent 22: “A lot of Freshers activities were catered to a certain demographic”

Responses such as these suggest that in other areas of their University Black students may feel excluded. Some of the interviewees mentioned course related societies such as Pro Bono. Despite feeling excluded, two of the interviewees did not mind these societies as they were considered beneficial for applications to law firms. Conversely, the remaining four interviewees preferred to not attend course related societies as they often reflected the underrepresentation present on their course. These interviewees joined societies that incorporated areas of interests such as dancing and singing.

Interviewee C: “I recently joined the Gospel choir...The choir is very diverse, so you don’t feel like you are on your own”

Staff

A frequent aspect of a sense of belonging was identified through recounts of having or seeing Black staff. Although most of the interviewees had not been taught by a Black Professor, they all expressed excitement when recalling events where they had seen Black staff on their campus. This representation made some of the interviewees feel that there was not only a place for them but that they also belonged. The interviewees that had seen or been taught by a Black Professor recalled their experiences and what it meant to them.

Interviewee C: “It was very beneficial because she was also the warden for my halls in first year. I got to interact with her quite a bit which was nice”

Similar findings were also present in the survey responses. Following the question ‘Have you been taught by a Black female Professor?’, whereby only ten out of thirty responded ‘Yes’, respondents developed this by explaining what this meant to them. For instance:

Respondent 20: “I felt safer and more understood, having a Black Professor that looked like me was quite refreshing”

Existing literature listed in Chapter Two supports this finding that representation amongst staff helps provide a sense of belonging. Fazackerley (2019) stated that when representation is not prevalent in academic staff, students often feel like imposters. However, it was acknowledged by two of the interviewees that their course tried to increase the representation of Black staff through conferences. Studies (Miller, 2017) show that there are attempts in education to improve the representation amongst BME staff. Nevertheless, statistics show that Black female Professors are disproportionately underrepresented (Rollock, 2019). This underrepresentation can hinder feelings of belonging and subsequently lead to a cycle of underrepresentation as discussed in Theme Four.

Students

The last aspect of belonging present in the findings were seeing or sitting with other Black students. The findings from the survey and interviews showed that participants considered representation amongst their peers to be an important element of their experience.

Interviewee A articulated that during their first lecture they naturally gravitated towards the Black students. This interaction subsequently led to this interviewee and the other Black students forming a friendship that has lasted for the entirety of their degree. Within this friendship, the interviewee stated that there was support and understanding which differed from friendships they had with other people. For example:

Interviewee A: “We have similar upbringings which it helps a lot...I tried to explain something to my friend who is White, but they didn’t get it and sort of minimised my situation’’

The experience recalled by interviewee A was similar to recounts from some of the other interviewees who expressed that they would sit with Black students on their course even if they did not know them. Two of the interviewees explained some of the reasons why this was the case. For instance:

Interviewee B: “I once heard students making fun of another Black girl's name because she is Nigerian, so you learn to keep your guard up until you find people you are comfortable with.’’

The feeling of being more comfortable amongst students and staff that resemble them racially can be seen through the work of Tatum (1997). Through the use of social identity theory, Tatum explored how racial identity played a significant role in individuals’ seating choice in everyday spaces such as lecture halls. More recent research suggests that the racial identity of Black students make them feel more comfortable with students who look like them because they can relate.

By not feeling accepted, this can potentially impact their academic ability as well as their psychological and physical wellbeing. Whilst none of the interviewees felt that their academic ability had been impacted, some inferred that they have struggled psychologically and physically. Interviewee B explained that although she had suffered adverse traumatic circumstances during university, she did not seek nor receive help.

Interviewee B: “I did not know that there were people in my department that I could talk to, but I guess it is fine now my grades have been good”

Several scholars (Arday, 2018; Wallace et al, 2016; McGee and Stovall, 2015; Nickerson et al, 1994) have examined the relationship between Black students and mental health at PWI’s. Utilising CRT, McGee and Stovall (2015) concurred that the psychological needs of Black students often go undetected which may be due to the survival strategies employed such as those mentioned in Theme Two. Furthermore, Wallace et al (2016) asserted that Black students who seek help may not receive culturally sensitive support and therefore try to navigate mental illness themselves.

4.2.4 Theme Four: The impact of underrepresentation on career aspirations and trajectories

Preceding literature in Chapter two outlined various features of Black student experiences including attainment gap and career choices (Rollock, 2018). Within these studies, the attainment gap of Black students tends to be lower, thus placing them at a disadvantage in succeeding prior to and following graduation. Whilst the interviewees did not feel that their attainment had been impacted by underrepresentation, they highlighted that their chances of succeeding in pursing particular careers were heavily impacted by barriers.

Interestingly, two of the interviewees referred to occasions where they could have applied to particular positions but chose not to because they did not see the point. For example:

Interviewee A: ‘‘Sometimes societies teach Black women that they are not good enough for those positions… they don’t even apply for them in the first place…I was going to apply for Vice President but I went for the welfare position instead because there was no point and I knew that I would at least get something’’

Statements such as these suggest that some BAME students may settle for what they know they can attain rather than having higher aspirations. This may be due to not having access, opportunities and the internalised anticipation that it would be difficult and potentially not attainable.

During the interviews, the interviewees listed the various volunteering and extra curriculum activities they are involved in out of interest and to add to their curriculum vitae. Despite having several other responsibilities whilst studying, they all felt that these credentials and experiences were not enough for particular positions. For instance, Interviewee A stated that she was on the committee for Women in Law society, Netball Captain and a youth worker at her local church but still did not think she would get a leadership position. As a result, most of the interviewees also expressed how they felt they needed to do more and work harder. The repeated use of the adverb harder implies that Black female students feel the need to produce more to get a chance. Intersectionality as explored by Crenshaw (1989) highlighted that being both Black and female presented challenges. These challenges differ from the experiences of men and White woman as the interaction between Black and female can cause oppression such as racism and sexism.

Kwakye and Ogunbiyi (2019) stated that the cycle of underrepresentation contributes to the small statistic of Black female Professors. As depicted in the previous themes and Chapter Two, representation is an important factor especially regarding decision-making. Through the interviews it became noticeable that the interviewees were more likely to pursue an academic profession if there was more representation. This is evident through statements such as these:

Interviewee F: “At one point I wanted to be a teacher or lecturer. When I got to uni and I saw that there isn't a lot of Black people I thought maybe I should just leave it to the White people’’

By not being represented on their course and campus most of the interviewees were reluctant to pursue an academic career despite having interest. Another hinderance to not pursing an academic career was due to the advice given by staff at secondary school and HE. For example:

Interviewee C: “I was thinking of doing another degree and PhD and go into science research, but I have been put off by teachers they told me to do something more vocational’’

Four of the interviewees expressed that they chose particular courses due to career progressions rather than personal interest. Some of the interviewees recalled events where staff made them aware of the finances required for further studying but offered no information on funding opportunities. For instance:

Interviewee C: “They also told me it can be quite expensive and I didn’t know how I could get funding, so I ended up doing pharmacy”

These findings were similar to findings of other studies (Connor et al, 2004). Some of the interviewees referred to comments from their teachers and professors as catalysts for their choices. A report by Leading Routes (Williams et al, 2019) highlighted that Black students receive less funding. Moreover, personal perceptions were another consideration in decision-making as one of the interviewees did not want to pursue a career where they would feel like they did not belong. Lastly, three of the interviewees expressed that they chose their course as it would lead to a secure career. This finding was not surprising as other studies such as Gill (2009) highlighted that Black students were more likely to choose careers that offered more protection.

Conversely, in the survey and interview data, some of the respondents and interviewees shared that they were willing to pursue any career that they wanted to based on personal goals and determination.

Respondent 22: “Not being represented won't stop me from aiming to reach positions in the industry I want to enter”

Nevertheless, despite not being put off by certain careers due to underrepresentation, these participants still recognised the impact of representation in their decision-making process by stating the challenges that they think they will face. For example, the same respondent also stated:

Respondent 22: “Representation is useful in terms of getting advice and finding a mentor, to have access to someone similar to you. Representation would definitely help me to be able to validate the struggles I have had as a minority group at university”

Intersectionality

By employing an intersectional framework, a deeper analysis of the impact on Black females’ student experience can be explored. In early stages of the interviews, all of the interviewees highlighted ‘race’ and gender as factors that negatively impact their experiences. In some cases, the interviewees viewed ‘race’ and gender as a reason for the low statistic for Black female Professors. This is illustrated in this response:

Interviewee B: “When you said 25 that didn’t really surprise me because I was thinking about their race and gender”

Additionally, the interviewees felt that by being Black (race) and female (gender) they were placed at a disadvantage, not just regarding their student experience but also career aspects. Two of the interviewees also shared how being from a lower socioeconomical background added more pressure. As a first-generation university student, one interviewee stressed the importance of succeeding as well as the difficulties in doing so. For example:

Interviewee E: “I’m the first one so I need to succeed…I would like to become a lawyer because I know that I will be able to support my family that way…It’s really difficult getting a law internship though, I might have to work for a year and keep applying”

Despite studying Philosophy and having an interest in specialising in African Philosophy, this participant decided to apply for a law conversion so that she would be able to support her family more. Her ‘race’, gender and class played a role in her decision-making process and success. Studies such as Stevenson (2012) support this finding that the intersectionality of ‘race’, gender and class played a significant role in BME student experiences.

Chapter Five: Conclusion

This dissertation sought to address and answer the overarching research question ‘what impact, if any, does underrepresentation have on Black female Students?’. Through clear provision of several impacts associated with underrepresentation, this dissertation has answered the aforementioned question. This was achieved by firstly evaluating existing literature surrounding topics of ‘race’, gender, and representation with reference to education.

The exploration of ‘race’ presented the ways in which it has changed and developed over time, but presently considered to be a social division that can negatively effect the experiences of ethnic minorities such as Black people (Dillon, 2014).

Historically and currently Black people have experienced disadvantages as a result of their skin colours and the negative connotations attached to Blackness. Similarly, to ‘race’, gender was outlined as a social division that had traditionally oppressed and supressed women but still caused implications for women in current contexts (Graf et al, 2018). Through the work of Crenshaw (1989) intersectionality gave insight into the interaction between ‘race’ and gender, thus placing Black women at a greater disadvantage. The understandings of representation acknowledged how it is constructed and the cruciality of it (Evans, 2016; Hall, 1997). These factors, with regards to education, presented a plethora of challenges for Black students.

Through the conduction of my research, I was able to identify four main themes using thematic analysis. The themes identified corroborated with the previous literature as the intersectionality of ‘race’ and gender presented challenges for the participants of this study. By adopting a critical race theoretical framework, depth in understanding the multifaceted ways that ‘race’ is affected in HE was provided.

From the findings of my research it is evident that Black female students are negatively impacted by being underrepresented in relation to staff. The main themes showed that the impacts range from student experience to career trajectories that can subsequently affect their academic, psychological and physical wellbeing.

Whilst these experiences of representation may not be the case for every individual, the findings emphasise the pivotal role that representation can play in the university experience of Black female students in the UK.

Limitations

There are limitations to this research. Given the time constraints, the age range of the survey was not large as initially anticipated. Due to not having responses from people aged between 29 to 50 I was not able to distinguish any similarities or differences. This also meant that these age groups were not represented in the data. In relation to the interviews, the interview was restricted to six participants due to Covid-19. In addition to this, a larger sample size which included Masters and PhD students could have been used rather than it being restricted to only undergraduate students.

Despite the limitations mentioned, I do not think that this undermined my research as Leung (2015) noted that phenomena of individual or group experiences should be highlighted. Through the use of surveys and semi-structured interviews, this dissertation has demonstrated the associated impacts of underrepresentation whilst also highlighting potential areas for further research.

Recommendations

For future research, the cycle of underrepresentation should be further explored. As presented in this dissertation and previous literature the statistic of Black female Professors is disproportionately low.

Through the findings of this dissertation it became evident that the underrepresentation experienced by the Black female students deterred them from pursuing a career in academia regardless of interest shown. Despite the various tactics employed to deal with the underrepresentation, ultimately the impacts were detrimental to their present experience and future trajectories. Therefore, the area of the cycle of underrepresentation is important for future research as it could discover and decipher the extent of the cycle and the necessary steps and strategies that must be taken to prevent it.

From the findings of my research I have complied at list of recommendations that can be implemented by HE institutions to tackle the impacts addressed in this dissertation.

• Funding opportunities for further academic studies, for example, easily accessible research scholarships for BME students.

• Greater investment into the university societies that represent BME students such as ACS.

• Diversity of curriculum – e.g. have more recognition of BME perspectives and issues.

• Consistency and equality in support and information provided to students about further studies and funding.

• More recruitment/promotion opportunities for Black associate Professor to transition to full Professor.

• To have more safe spaces for BME students where they can get help and guidance from staff and referrals or signposting to other professional such as mental health care.

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Appendices:

Appendix 1: Research ethics checklist

School of Sociology & Social Policy

Application for Research Ethics Approval for UG and PGT Students

This form and any attachments must be completed, signed electronically, and submitted to

LQ-researchethicSSP@exmail.nottingham.ac.uk

This form must be completed for all research projects, assignments or dissertations which are conducted within the School. You must not begin data collection or approach potential research participants (gatekeepers excepted) until you have submitted this form and received ethical clearance from the Schools’ Research Ethics Committee (SSP-REC). Any change in the question, design or conduct of the research over the course of the research should be reported and may require a new application.

The following checklist is a starting point for an ongoing process of reflection with your supervisor(s) about the ethical issues concerning your study. Two things need to be stressed:

• Checking one or more shaded boxes does not mean that you cannot conduct your research as currently anticipated; however, it does mean that further questions will need to be asked and addressed, further discussions will need to take place, and alternatives may need to be considered or additional actions undertaken.

• Avoiding the shaded boxes does not mean that ethical considerations can subsequently be 'forgotten'; on the contrary, research ethics – for everyone and in every project – should involve an ongoing process of reflection.

Application Checklist

You should provide documents to cover each of the questions below where your response is ‘yes’, and tick to indicate the type of evidence you have enclosed. All forms/templates are on the Research Ethics website.

Questions about your application Evidence required Enclosed

Does the research project, dissertation or assignment involve human participants or their data? Application for Research Ethics Approval (this form) ☒

Participant Consent Form ☒

Participant Information Sheet ☒

Research Participant GDPR Privacy Notice ☒

Is the research of a sensitive nature, i.e. involves vulnerable participants and/or is concerned with a sensitive topic? An exemplar of any communication inviting individuals to participate in the study ☒

An indicative list of survey or interview questions to be used in the study ☒

Does the research involve data collection off campus in the UK or overseas?

Overseas travel involving data collection is referred to the University’s Insurance Office. Please consult the travel advice Flow Chart and Overseas Travel Guidance and DO NOT book travel or arrange fieldwork until your application has been approved. Fieldwork Risk Assessment Form and Hazard Checklist

☐

Does the research require approval from an external UK REC (eg, NHS-HRA, HMPPS) or a Non-UK REC for research conducted outside of the UK? (NB. UG students will not be eligible to apply to external RECs) External REC approval ☐

Has your supervisor approved the research by signing this form? Supervisor signature ☒

Section 1: Applicant details

Name of researcher Gabrielle Stapleton

Status ☒ Undergraduate student

☐ Postgraduate taught student

Student ID number 14298478

Degree programme BA Criminology and Sociology

Module name and number Dissertation in Sociology and Social Policy

Email address lqygas@nottingham.ac.uk

Names of other project members (if applicable)

Name of supervisor or course convenor Amal Treacher Kabesh

Section 2: Project details (please provide brief details about your proposed research)

Project title Who is representing me? An exploration into the underrepresentation of Black, Female Professors

Research question(s) or aim(s) Research question: What impact, if any, does underrepresentation have on Black university students?

This research is valuable as there is a scare amount of Black professors in UK University in comparison to the total amount of professors in the UK. The impact, if any, of underrepresentation is important to explore because various implications could be associated with underrepresentation, student experience and career trajectories.

Qualitative data will be collected from current university students who identify as Black and female.

Method(s) of data collection Method One: Anonymous Online Survey- This will produce quick data to establish a foundation for the research and interviews. The survey is for UK residents aged between 18-58 who have gone to university. The participants will be asked to select set answers (e.g. yes, no) in relation to the set questions (e.g. Are you a University student?).

Consent paragraph:

This online survey explores representation and student experience. This research is being conducted as part of data collection for a dissertation. Participation in this survey is voluntary and does not include any incentives. If you decide to participate in this research survey, you may withdraw at any time. The procedure involves selecting answers on an online survey that will approximately take 10 minutes. For confidentiality, the survey does not require any confidential or personal information. In addition, the responses from this survey are anonymous and will remain anonymous. The responses will be used as part of data collection for a research dissertation.

Consent checklist:

- I have read and understood the information provided

- I give consent to participate in this survey

- I am a UK resident

- I have attended a UK University

- I am aged between 18 and 58

Method Two: Semi-structured interviews- This will produce richer data for analysis. The research participants will be current university students who identify as Black and female. It will be voluntary, and consent will be needed before interviewing. After giving consent, the participants will be expected to attend a face to face in a public place where they will be asked 10 questions related to the topic. The expected duration of the interview is 40 minutes

Proposed site(s) of data collection (please consult the University’s Lone Working, Working Abroad and Safe Conduct of Fieldwork guidelines)

The data collection will take place in a public place such as a booked room in the university library. This will provide safety whilst still allowing privacy.

After receiving ethical clearance and before conducting interviews, I will provide my supervisor with information concerning the dates, times and location to ensure safety.

How will access to participants and/or sites be gained? Online Survey- Participants, who meet the criteria, will be accessed through voluntary links that will be advertised.

Semi-structured interviews- Participants, who meet the criteria, will be accessed via telephone/email.

A gatekeeper will not be required for this research and permission from a parent/guardian/organization is not required to be involved.

How will research data be managed (please consult the Guidance on Research Data Handling for UG and PGT Students)? The data will be recorded using a voice recorder device. The data and device will be stored and secured in a safe place that will not be accessible to anyone during the research. The data will be deleted after the research. The data will also be anonymized to protect the identity of participants. There are no known or anticipated limitations to the confidentiality of the data. If requested, the results could be made available to participants at the completion of the research.

A DBS check is required if the research involves being left alone with children under the age of 16 and/or vulnerable adults. If the project requires a DBS check, what is your DBS number? N/A

Section 3: Questions about research within or involving the NHS or social care

(NB. The Prison Service does not allow undergraduate research in their institutions) Yes No

Does the study involve: patients or social care users as research participants, relatives or carers of past/present users of NHS or social care services, the use of NHS or social care records or data, Department of Health funding? (NB. NHS-HRA review is not normally required for research involving NHS or social care staff recruited as research participants by virtue of their professional role, except where the proposal raises significant ethical issues) ☐

☒

Does the study involve participants age 16 or over who are unable to give informed consent (eg, people with learning disabilities: see Mental Capacity Act 2005/ Adults with Incapacity (Scotland) Act 2000)? ☐

☒

If you have answered ‘yes’ to any of the questions above, you will need to submit your research for ethics review to the appropriate REC (eg, NHS-HRA). Once approved, a copy should be appended to this completed application form and sent to the SSP-REC for its records. (NB. UG students will not be eligible to apply to external RECs)

Section 4: Ethical considerations

Please answer ALL of the following questions by ticking the appropriate box and providing additional information in the text box where required.

4.1: Questions about consent Yes No

Does the research involve other potentially vulnerable groups: children under 16, residing in residential care, having a cognitive impairment, mental health condition, physical or sensory impairments, previous life experiences (eg, victims of abuse), other (please specify below)? ☐

☒

Will the study require the co-operation of a gatekeeper for initial access to the groups or individuals to be recruited? ☐

☒

Will the research involve people taking part in the study without their knowledge and consent at the time? ☐

☒

If you have answered ‘yes’ to any of the questions about consent, you will need to describe more fully how you plan to deal with the ethical issues raised by your research in the box below:

4.2: Questions about the potential for harm Yes No

Will the research involve discussion of sensitive or potentially sensitive topics (e.g. sexual activity, drug use, physical or mental health, racism, prejudice, illegal activity)? ☒

☐

Will the research involve physically invasive procedures, the collection of bodily samples or the administering of drugs, placebos or other substances (e.g. vitamins, food)? ☐

☒

Will the research place participants at any greater physical or emotional risk than they experience during their normal lifestyles? ☐

☒

Will the research expose the researcher to any significant risk of physical or emotional harm? ☐

☒

If you have answered ‘yes’ to any of the questions about the potential for harm, you will need to describe more fully how you plan to deal with the ethical issues raised by your research in the box below:

Discussion may raise potentially sensitive topics such as racism and prejudice. In order to deal with the ethical issues raised a number of procedures will be followed. If during the interviews it becomes apparent that the discussion is causing distress, the discussion will be diverted to another topic or the interview will be ended.

The participants will be given information prior to the interview in relation to the topic, procedure and consent. I will make it explicitly clear that participants are able to withdraw from the study at any time, without question. I will also make it clear to participants that they have full autonomy to refuse to answer any questions. I will also ensure that the participants understand that all data and information given will be anonymous and remain anonymous.

4.3: Questions about data management preparation Yes No

Are you aware of the GDPR and is the proposed research compatible with it? ☒

☐

Is the research to be undertaken in the public interest? ☒

☐

Will research participants be given/directed to an appropriate GDPR privacy notice? ☒

☐

Have you read the University of Nottingham’s Code of Research Conduct and Research Ethics, and agree to abide by it? ☒

☐

Have you read the Data Protection Policy and Guidance of the University of Nottingham, and agree to abide by them? ☒

☐

If you have answered ‘no’ to any of the questions about the potential for harm, you will need to describe more fully how you plan to deal with the ethical issues raised by your research in the box below:

4.4: Questions about data collection, confidentiality and storage Yes No

Will the research involve administrative or secure data that requires permission from the appropriate authorities before use? ☐

☒

Will data collection take place somewhere other than public and/or professional spaces (work setting)? ☐

☒

Will the research involve respondents to the internet or other visual/vocal methods where participants may be identified? ☐

☒

Will the personal data of research participants (e.g. name, age, gender, ethnicity, religious or other beliefs, sexuality, physical or mental health conditions) be revealed in research outputs or stored data? ☐

☒

Will the research involve the sharing of data or confidential information beyond the initial consent given? ☐

☒

Will financial inducements (other than reasonable expenses and compensation for time) be offered to participants? ☐

☒

If you have answered ‘yes’ to any of the questions about data collection, confidentiality and storage, you will need to describe more fully how you plan to deal with the ethical issues raised by your research in the box below:

Section 5: Ethical approval

DECLARATION OF ETHICAL RESEARCH

By signing this form, I agree to work within the protocol which I have outlined and to abide by the University of Nottingham’s Code of Research Conduct and Research Ethics, which I have read. If I make any changes to my protocol (such as changes to methods of data collection, the proposed sites of data collection, the means by which participants are accessed) which would change my answers to any of the questions above I will submit a new form to my supervisor or course convenor. Once approved, this should be sent to LQ-researchethicSSP@exmail.nottingham.ac.uk.

Gabrielle Stapleton

15/11/2019

Signature of student Date

AUTHORISATION

Having reviewed the ethical issues arising from the proposed research:

☒ I confirm the research can go ahead as planned.

☐ The project must be referred on to the Research Ethics Committee for more detailed ethical scrutiny (please briefly indicate reason(s) for the referral).

Amal Treacher Kabesh 20th November 2019

Signature of supervisor Date

The School’s Research Ethics Committee authorises the research to go ahead as described.

Signature of REC / REIO Date

Please remember to enclose all of the documentary evidence required to support your application, as indicated in the checklist on the front page of this application

Appendix 2: Participant information sheet- Interview

Participant Information Sheet

Date:

Title of Study: Sociology and Social Policy Dissertation

Name of Researcher: Gabrielle Stapleton

I would like to invite you to take part in my research study. Before you decide I would like you to understand why the research is being done and what it would involve for you. I will go through the information sheet with you and answer any questions you have.

What is the purpose of the study?

The purpose of this study is to contribute to existing literature on race, ethnicity and university experience by interviewing a range of University students who identify as the specified criteria (Black, Female). This is in order to explore and further understanding of the impact, if any, of underrepresentation in University.

Why have I been invited?

You are being invited to take part because you are currently a university student which I believe is valuable and beneficial to developing understanding the impact, if any, of underrepresentation. I am inviting six participants like you to take part.

Do I have to take part?

It is up to you to decide whether or not to take part. If you do decide to take part, you will be given this information sheet to keep and be asked to sign a consent form. If you decide to take part, you are still free to withdraw at any time and without giving a reason. This would not affect your legal rights.

What will happen to me if I take part?

If you agree to participate in this study, I will contact you via telephone or email (depending on your preferred method of communication) to arrange a date, time and location for the interview. The interview is expected to last around 40 minutes. Before the interview is conducted, I will go through the consent form with you, which must be fully understood and signed before the interview is initiated. Once consent is given, I will ask you 10 questions and the data (answers) will be recorded on a voice recording device. Following the completion of the research and the receival on the results from the study I will contact you (if you wish) to share the results of this study.

Expenses and payments

Participants will not be paid an allowance to participate in the study.

What are the possible disadvantages and risks of taking part?

Possible disadvantages include the time taken in participating in this study. There are no known or anticipated risks.

What are the possible benefits of taking part?

I cannot promise the study will help you directly but the information I get from this study may help towards equality and diversity measures within education to combat underrepresentation.

What if there is a problem?

If you have a concern about any aspect of this study, you should ask to speak to the researchers who will do their best to answer your questions. If you remain unhappy and wish to complain formally, you can do this by contacting the School Research Ethics Officer. All contact details are given at the end of this information sheet.

Will my taking part in the study be kept confidential?

I will follow ethical and legal practice and all information about you will be handled in confidence.

If you join the study, the data collected for the study will be looked at by authorised persons from the University of Nottingham who are organising the research. They may also be looked at by authorised people to check that the study is being carried out correctly. All will have a duty of confidentiality to you as a research participant and we will do our best to meet this duty.

All information which is collected about you during the course of the research will be kept strictly confidential, stored in a secure and locked office, and on a password protected database. Any information about you which leaves the University will have your name and address removed (anonymised) and a unique code will be used so that you cannot be recognised from it. Anonymised data may also be stored in data archives for future researchers interested in this area.

Your personal data (address, telephone number) will be kept for 1 months after the end of the study so that we are able to contact you about the findings of the study (unless you advise us that you do not wish to be contacted). All research data will be kept securely for 7 years. After this time your data will be disposed of securely. During this time all precautions will be taken by all those involved to maintain your confidentiality, only members of the research team will have access to your personal data.

Although what you say in the interview is confidential, should you disclose anything to us which I feel puts you or anyone else at any risk, I may feel it necessary to report this to the appropriate persons.

What will happen if I don’t want to carry on with the study?

Your participation is voluntary and you are free to withdraw at any time, without giving any reason, and without your legal rights being affected. If you withdraw then the information collected so far may not be possible to extract and erase after the submission of my dissertation and this information may still be used in the project analysis.

What will happen to the results of the research study?

The results will be written up as part of my dissertation in BA Criminology and Sociology and will not be officially published. All personal data and confidential information provided will not be published in the report. All identities will remain anonymous.

Who is organising and funding the research?

This research is being organised by the University of Nottingham.

Who has reviewed the study?

All research in the University of Nottingham is looked at by a group of people, called a Research Ethics Committee, to protect your interests. This study has been reviewed and approved by the School of Sociology and Social Policy Research Ethics Committee.

Further information and contact details

Researcher: Gabrielle Stapleton

Email: lqygas@nottingham.ac.uk

Supervisor/PI: Amal Treacher Kabesh

Room B13 Law and Social Science Building

University Park

Nottingham

NG7 2RD

UK

Telephone:0115 84 67325

Fax:0115 95 15232

Email: Amal.Treacher_kabesh@nottingham.ac.uk

Research Ethics Officer: Dr Alison Mohr, alison.mohr@nottingham.ac.uk, Tel: 0115 84 68151

Appendix 3: Participant Information Sheet- Online Survey

Participant Information Sheet

Date:

Title of Study: Sociology and Social Policy Dissertation

Name of Researcher: Gabrielle Stapleton

I would like to invite you to take part in my research study. Before you decide I would like you to understand why the research is being done and what it would involve for you. I will go through the information sheet with you and answer any questions you have.

What is the purpose of the study?

The purpose of this study is to contribute to existing literature on race, ethnicity and university experience. This research is being conducted as part of data collection for a dissertation and explores representation and student experience.

Why have I been invited?

You are being invited to take part because you are currently attending or have attended university and are aged between 18-58 years old. I believe this is valuable and beneficial to developing understanding the impact, if any, of underrepresentation.

Do I have to take part?

It is up to you to decide whether or not to take part. If you do decide to take part, you can download this information sheet to keep. You be asked to sign a consent form. If you decide to take part, you are still free to withdraw at any time and without giving a reason. This would not affect your legal rights.

What will happen to me if I take part?

If you agree to participate in this study, you will complete a consent form and an online survey. The survey will take approximately 15 minutes to complete. The responses will be used as part of data collection for a research dissertation. Once consent is given, I will ask you be asked six questions and the data (answers) will be saved once you have completed the survey. Following the completion of the research and the receival on the results from the study I will contact you (if you wish) to share the results of this study.

Expenses and payments

Participants will not be paid an allowance to participate in the study.

What are the possible disadvantages and risks of taking part?

Possible disadvantages include the time taken in participating in this study. There are no known or anticipated risks.

What are the possible benefits of taking part?

I cannot promise the study will help you directly but the information I get from this study may help towards equality and diversity measures within education to combat underrepresentation.

What if there is a problem?

If you have a concern about any aspect of this study, you should ask to speak to the researchers who will do their best to answer your questions. If you remain unhappy and wish to complain formally, you can do this by contacting the School Research Ethics Officer. All contact details are given at the end of this information sheet.

Will my taking part in the study be kept confidential?

I will follow ethical and legal practice and all information about you will be handled in confidence.

If you join the study, the data collected for the study will be looked at by authorised persons from the University of Nottingham who are organising the research. They may also be looked at by authorised people to check that the study is being carried out correctly. All will have a duty of confidentiality to you as a research participant and we will do our best to meet this duty.

All information which is collected about you during the course of the research will be kept strictly confidential, stored in a secure and locked office, and on a password protected database. Any information about you which leaves the University will have your name and address removed (anonymised) and a unique code will be used so that you cannot be recognised from it. Anonymised data may also be stored in data archives for future researchers interested in this area.

Your personal data (address, telephone number) will be kept for 1 months after the end of the study so that we are able to contact you about the findings of the study (unless you advise us that you do not wish to be contacted). All research data will be kept securely for 7 years. After this time your data will be disposed of securely. During this time all precautions will be taken by all those involved to maintain your confidentiality, only members of the research team will have access to your personal data.

Although what you say in the survey is confidential, should you disclose anything to us which I feel puts you or anyone else at any risk, I may feel it necessary to report this to the appropriate persons.

What will happen if I don’t want to carry on with the study?

Your participation is voluntary and you are free to withdraw at any time, without giving any reason, and without your legal rights being affected. If you withdraw then the information collected so far may not be possible to extract and erase after the submission of my dissertation and this information may still be used in the project analysis.

What will happen to the results of the research study?

The results will be written up as part of my dissertation in BA Criminology and Sociology and will not be officially published. All personal data and confidential information provided will not be published in the report. All identities will remain anonymous.

Who is organising and funding the research?

This research is being organised by the University of Nottingham.

Who has reviewed the study?

All research in the University of Nottingham is looked at by a group of people, called a Research Ethics Committee, to protect your interests. This study has been reviewed and approved by the School of Sociology and Social Policy Research Ethics Committee.

Further information and contact details

Researcher: Gabrielle Stapleton

Email: lqygas@nottingham.ac.uk

Supervisor/PI: Amal Treacher Kabesh

Room B13 Law and Social Science Building

University Park

Nottingham

NG7 2RD

UK

Telephone:0115 84 67325

Fax:0115 95 15232

Email: Amal.Treacher_kabesh@nottingham.ac.uk

Research Ethics Officer: Dr Alison Mohr, alison.mohr@nottingham.ac.uk, Tel: 0115 84 68151

Appendix 4: Informed consent form

School of Sociology and Social Policy

Participant Consent Form

Name of Study: Sociology and Social Policy Dissertation

Name of Researcher(s): Gabrielle Stapleton

Name of Participant:

By signing this form I confirm that (please initial the appropriate boxes): Initials

I have read and understood the Participant Information Sheet, or it has been read to me. I have been able to ask questions about the study and my questions have been answered to my satisfaction.

I consent voluntarily to be a participant in this study and understand that I can refuse to answer questions and I can withdraw from the study at any time, without having to give a reason.

Taking part in this study involves an interview that will be recorded using audio and written notes. The audio will be transcribed as text and the recording will be destroyed.

Personal information collected about me that can identify me, such as my name or where I live, will not be shared beyond the study team.

My words can be quoted in publications, reports, web pages and other research outputs.

I give permission for the de-identified (anonymised) data that I provide to be used for future research and learning.

I agree to take part in the study

______________________ __________________ ________________

Name of Participant Signature Date

______________________ __________________ _________________

Researcher’s name Signature Date

Appendix 5: GDPR (General Data Protection Regulation) privacy notice

Privacy information for Research Participants

For information about the University’s obligations with respect to your data, who you can get in touch with and your rights as a data subject, please visit: https://www.nottingham.ac.uk/utilities/privacy.aspx.

Why we collect your personal data

We collect personal data under the terms of the University’s Royal Charter in our capacity as a teaching and research body to advance education and learning. Specific purposes for data collection on this occasion are to investigate the impact of underrepresentation on university students. The participants data will be used to look at questions of race, ethnicity and the experience of university.

Legal basis for processing your personal data under GDPR

The legal basis for processing your personal data on this occasion is Article 6(1a) consent of the data subject.

Special category personal data

In addition to the legal basis for processing your personal data, the University must meet a further basis when processing any special category data, including: personal data revealing racial or ethnic origin, political opinions, religious or philosophical beliefs, or trade union membership, and the processing of genetic data, biometric data for the purpose of uniquely identifying a natural person, data concerning health or data concerning a natural person’s sex life or sexual orientation.

The basis for processing your sensitive personal data on this occasion is Article 9(2a) the data subject has given explicit consent to the processing.

How long we keep your data

The University may store your data for up to 25 years and for a period of no less than 7 years after the research project finishes. The researchers who gathered or processed the data may also store the data indefinitely and reuse it in future research.

Measures to safeguard your stored data include storing and securing the data in a safe place that is only accessible by the researcher. The data will be safeguarded through anonymising the identity of participants through transcribing and deleting the recorded data after the research is conducted.

Appendix 6: Survey questions and consent form

Consent Form

Researcher: Gabrielle Stapleton

Please complete this section if you would like to participate in this survey.

1.Please select 'yes' if you meet the following requirements.

Yes

I have read and understood the information provided

I agree to participate in this survey

I am a UK resident

I am aged between 18 and 58

I have attended University in the UK

Once you have completed this, please download a copy.

Online Survey Questions

Question One: What is your age range?

Question Two: Are you a University Student?

Question Three: Was/Is your University diverse?

Question Four: Have you been taught by a Black female professor?

If you answered 'Yes', what did that mean to you? If you answered 'No', what do you feel you missed?

Question Five: Do/Did you feel represented at your University?

If you selected 'Yes', please explain why. If you selected 'No', please explain why.

Question Six: Does representation matter to you?

Please explain your answer.

Appendix 7: Interview questions

Introducing questions:

Are you unsure about anything on the participant information sheet?

Thank you for your time, do you have any questions before we begin?

How was your day?

How is your course going?

Interview questions:

1.What does representation mean to you?

2.Is representation important to you?

3.Do you feel represented at your university?

4.What impact, if any, does underrepresentation at university have on you?

5.Would more representation improve your university experience?

6.Did you know that there are only 25 Black female professors in the UK?

7.Have you ever been taught by a Black female professor at university?

8.Are you interested in pursuing an academic profession?

9.Would you pursue an academic profession if you were represented?

10.Do you think that race and gender contribute to the underrepresentation of Black female professors?

Other Topics

Education background, Sense of belonging, Diversity, Career prospects, Extracurriculars, Course

Closing questions:

Is there anything else that you would like to discuss in relation to the topic?

This concludes the interview, would you like to ask any questions?