Revitalising Race Equality Policy? Assessing the Impact of the Race Equality Charter Mark for British Universities

Autor/inn/en	Campion, Karis; Clark, Ken
Titel	Revitalising Race Equality Policy? Assessing the Impact of the Race Equality Charter Mark for British Universities
Quelle	In: Race, Ethnicity and Education, 25 (2022) 1, S.18-37 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campion, Karis) ORCID (Clark, Ken)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2021.1924133
Schlagwörter	Race; Educational Policy; Equal Education; Awards; Strategic Planning; Minority Group Students; Blacks; Ethnic Groups; Undergraduate Students; White Students; Universities; Organizational Change; Educational Attainment; Student Diversity; Foreign Countries; Ethnography; Educational History; Comparative Analysis; Achievement Gap; College Faculty; Teacher Attitudes; United Kingdom; United Kingdom (London) + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Politics of education; Bildungspolitik; Award; Auszeichnung; Strategy; Planning; Strategie; Planung; Black person; Schwarzer; Ethnie; University; Universität; Organisationswandel; Bildungsabschluss; Bildungsgut; Ausland; Ethnografie; History of education; Bildungsgeschichte; Fakultät; Lehrerverhalten; Großbritannien
Abstract	The Race Equality Charter (REC) was introduced in 2014 as a national policy initiative that aims to support UK universities in developing cultural and systemic changes to promote race equality for Black and minority ethnic (BME) staff and students. Drawing on quantitative data, we locate the REC within a complex picture of undergraduate student diversity and significant attainment gaps between white students and Black and ethnic minority groups. Using qualitative interviews and observations to further explore the questions our quantitative analysis raises, we show that the REC is not perceived as a significant vehicle for progressing race equality work in award-holding institutions. Rather, it is mostly applied as an enhancement tool to help shape and sustain existing race equality initiatives that produce incremental change. This, we argue, suggests the REC's intention to inspire race equality approaches that favour institutional strategic planning at the highest level, is yet to be realised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01