Equality & Diversity Committee

28 October 2009

Appendix P

SOAS BLACK STUDENTS’ PROJECT

EXECUTIVE SUMMARY October 2009

In 2007 an analysis of the SOAS student diversity data for 2005-06 indicated that, although the student body included a very high proportion of people from ethnic minorities overall, there was one group where the proportion was lower than one might expect. The proportions of all minority ethnic groups, except black students, were well above the national averages, while the proportion of black students at SOAS was only at the national average. Since this could be an under-representation of black students, this project was planned to investigate those factors which may encourage or discourage black students from selecting SOAS and completing their studies.

The methods used were both quantitative and qualitative, drawing on primary and secondary data. Opinions were sought from students, academic and support staff, through interviews, an on-line survey and focus group meetings. Information was also drawn from existing statistical evidence and publications intended for marketing.

Participants’ Profile

In total 47 students responded to an online survey, 43 current and 4 former students, 3 studied part time; which represented 19% of black students currently studying at SOAS, as in a typical year the School has approximately 250 black students. [All percentages are expressed to the nearest whole number]. The participants were aged between 21-55 years, with the majority in the under 25 groups. The gender ratio for the respondents was 56% men to 44% women. In respect of sexuality, 79% of participants were heterosexual; 4% described themselves as bisexual and 2% as gay; 15% preferred not to say.

Most of the participants (n = 39, 83%) self-identified as being from one of the black ethnic groups; 5 (11%) described themselves only by nationality, as English / Irish / Scots / Welsh; and 3 (6%) responded “prefer not to say”.

One third of the respondents (34%) chose to study at SOAS because of its reputation; 23% were influenced by the prospectus; 17% were encouraged by friends and 8% saw some publicity material.

The majority of the respondents (59%) were studying for an undergraduate degree; 25% were studying for a Masters Degree, 12% were conducting research towards a Doctorate. Among the respondents, 61% were not currently engaged in paid employment alongside their studies. However, 76% of the respondents had concerns about financial issues.

SUMMARY OF FINDINGS

The respondents overall were generally happy and recognised that a degree from SOAS was a valuable commodity. Overall 66% of respondents rated SOAS positively as a place to be and a further 15% said it was “great”. Furthermore, 60% of respondents were “very satisfied” with SOAS; closely followed by 38% of respondents who were “satisfied”. Only one respondent said they were dissatisfied with SOAS.

On a more negative note, respondents felt quite strongly that there was a home student - international student split (perhaps underpinned by the distinction in fees). They also reported some bias in relation to how they, as black students, were seen by some academics in relation to their academic abilities. It was also felt that SOAS supports students quite well, but could still do more to prepare students, especially those coming through non-traditional routes for the teaching styles and academic demands at SOAS. Comments also indicated the importance of a thorough induction for such students in helping them to feel engaged with the School.

The student survey was split into several key areas as follows:

Social Integration

Most respondents felt they were accepted at SOAS (87%) and a majority (53%) have frequent contact with international students. Nearly half (45%) reported that they “frequently” interacted with other racial and ethnic groups; though there were also some indications of inter-ethnic group tensions at SOAS. Some 60% of respondents reported that they have no interaction with students who are bi-sexual or transgender. Some 53% of participants reported having no interaction with gay students and 53% never interact with lesbian students.

Academic Integration

The majority of black students (91%) felt they were valued at SOAS. When they were asked how lectures make them feel, 24% of participants said they feel as if they are “being tolerated”; 21% felt “comfortable”; 13% felt “included and welcome”. Outside the class but on campus,35% of respondents felt “accepted”; 21% felt “comfortable”; 11% felt “included and welcome”.

Most respondents (59%) confirmed that lecturers expect especially high academic performance. However, 49% of respondents felt they were singled out at times as “the resident authority” for their ethnic group, the responses ranged from seldom (13%); sometimes (17%); often (15%); to very often (4%). Also 49% of respondents reported that “very often” they felt that they could not allow themselves to slip up, because they feel that they represent their ethnic group in ability or behaviour; while only 21% said they never felt such concerns. Respondents also felt that had to play down various characteristics of their identity: very often (17%); often (8%); sometimes (17%); seldom (13%).

Experiences of Discrimination

The participants reported that they had heard disparaging comments at SOAS about the following groups:

55% about women;

74% about men;

70% about racial and ethnic minority groups;

91% about people with strong religious beliefs;

64% about people who are gay, lesbian, bisexual or transgender;

61% about home students;

51% about international students.

The responses revealed that 63% of respondents trust the integrity of SOAS structures / systems to deal fairly with complaints.

Diversity and Equality

When respondents were asked whether academic staff value diversity, 49% were “undecided”; 36% responded that academic staff “value diversity” and 4% were of the opinion that academic staff “strongly value diversity”; only 3% of respondents held the view that academic staff “do not value diversity”. In respect of support staff, 36% of the respondents were undecided; 32% of respondents saidsupport staff “value diversity” and 32% “strongly value diversity”.

Using Tinto’s model of retention (1985, 1987, 1993), the consultants concluded that the minority of black students who had left, or who had considered leaving SOAS,were struggling to relate to the academic and organizational culture, or to the values of the dominant student sub-culture. If SOAS fails to address this, the risk is that it will not just create a revolving door, it will create a perception that black students are welcome to apply, but not welcome on campus, unless they are fee-paying international students.

RECOMMENDATIONS

There are a number of recommendations arising from this report, which include:

  1. The need for more detailed analysis of the SOAS data which is already collected regularly on entry routes, broken down by gender, ethnicity and socio-economic variables. This will provide the opportunity to undertake a more detailed mapping of student entry routes in relation to ethnicity andsocio-economic group. Such a detailed mapping should enable appropriate actions to be identified to improve black student numbers.
  1. The School should follow up in much more detail on students who “drop out” or fail to complete their studies. Such exit reviews, especially if analysed by age, ethnicity, gender and socio-economic variables, will help SOAS to establish why students leave, as well as who is dropping out; then suitable actions can be identified to improve retention.
  1. The students’ comments showed that overall that SOAS does a significant amount to support students while they are at SOAS, but that more is needed to ensure that incoming students, particularly those from non-traditional routes, are aware of the teaching styles they will encounter and the academic level that they will be expected to achieve. The existing bridging courses and induction events are a good beginning upon which the School can build and some of the comments about those contained in the main report could make useful marketing material.
  1. Black students’ comments have highlighted an area of academic work (Caribbean Studies) which the School might wish to consider for development. Thisdevelopment could fit well with some of the School’s other specialisms (Africa and the diaspora). This subject is apparently largely neglected by other HE institutions and the consultants thought that it might encourage greater participation by black students.

References

Tinto, V. (1985)

Dropping out and other forms of withdrawal from college. In Noel, Levitz, Saluri and Associates (Eds.). Increasing student retention. San Francisco: Jossey-Bass, 28-43.

Tinto, V. (1987)

Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

Tinto, V. (1993)

Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.) Chicago: University of Chicago Press.

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SOAS Black Students’ Project Executive Summary October 2009