Addressing the wicked problem of the award gaps amongst ethnic minorities students in HEIs

Our findings show that only two papers that focused on interventions were identified from Management and Business Schools (de Sousa et al., 2021; Miller-Cotto & Schunn, 2020) which are significantly fewer compared to other disciplines.

Most papers analysed initiatives directed at students, focusing on addressing individual barriers and promoting what has been named remedial programmes. Only eight papers explored initiatives to change course contents, pedagogical approach or institutional culture, therefore aiming at addressing the systemic level issues.

In terms of outcomes, most studies included in the review highlighted a positive impact on improving grades and increasing the retention and completion rate of ethnic minority students, eventually leading to bridging the award gap. Some studies suggested improving skills, such as increasing knowledge and awareness of studying skills, making better use of interpersonal capabilities and advancing critical thinking skills.

Other research focused on students’ well-being outcomes, such as increasing self-confidence, improving engagement and improving a sense of inclusion.

• First, the importance of a safe and comfortable space identified as cultural and validating the different identities was highlighted across most intervention typologies as particularly important for students and faculties. It was identified as a space where the challenges during college were normalised, fear was discussed, tailor-need responses were generated, and collaboration was implemented. But it worked two ways! A safe space was also important for staff to reflect upon their courses, better understand their teaching and practices and create knowledge synergies through collaboration. 
   
• Second, very well connected with the safe space dynamics, collaboration, connection and socialisation development were often identified as fundamental dynamics across most intervention types. Through the development of social capital and bonding among peers or mentors, academic life was demystified, and emotional support was provided, building rapport and closeness that decreased students’ apprehension and fears.
   
• Third, a sense of belonging and alignment with the institutions was identified as important to achieve favourable outcomes. Papers identified that ethnic minority students should feel an alignment between their courses and their life and values, alongside the need to be able to navigate the institutions’ landscapes in terms of cultural identity. 
   
• Last but not least, the increasing agency and control of minoritised ethnic students over their future were identified and connected to the sense of belonging explored above. Interventions developed in the form of additional programme activities and changing course delivery supported an increasing transfer of control over the future to students, providing instruments to understand and eventually enter the academic world. So, perhaps there is hope to reduce the award gap after all.