Talking About Race

The Experiences of Minoritised Ethnic and White Staff When Discussing Race, Ethnicity and Difference at an HEI

Datos Bibliográficos

ID8135676
AutoresRachel Nir (0009-0008-6488-6513, University of Lancashire), Ismail Karolia (University of Lancashire), John Wainwright (0000-0002-0680-980X, University of Lancashire)
Año2026
Volumen10
Número1
Páginas32
Fecha de publicación2026-03-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaGenealogy (JOURNAL)
Identificadores de la revistaISSN: 2313-5778 • E-ISSN: 2313-5778
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/genealogy10010032
OpenAlexW7134820293
IdiomaEN
Referencias citadas51

This study explored the experiences, perspectives and confidence of teaching and research staff of discussing race and ethnicity, and associated equalities matters, at a post-1992 university in North West England, UK. In particular, it studied whether colleagues, who were largely white, had the understanding and personal skills to deliver on race equity in teaching and learning in a Higher Education Institution (HEI). Further, it examined whether there was a disconnect between the intention of an HEI working towards the Race Equality Charter (REC) mark and the detrimental effects this may have on its minoritised ethnic staff. The study was based on focus groups and interviews of 43 academic staff as participants using Critical Race Theory (CRT) and Intersectionality as the theoretical lens. These address discrepancies between institutional declarations and realities within higher education, which is important, as HEIs are increasingly positioning themselves as committed to diversity and equity, while the practical implementation often remains inconsistent. The findings demonstrate that the white participants were not confident, competent or pro-active enough to effect any meaningful change in race equity. At the same time, the minoritised ethnic participants often felt the burden of having to relive the trauma and pain of racism and take the lead in any race equity initiatives. In sum, the study demonstrates that HEI initiatives that purport to tackle systemic racism through decolonisation and the REC mark have little chance of effecting institutional change if the staff do not have the confidence, competence and necessary skills to make it happen

Charter · Competence (human resources · Equity (law · Ethnic group · Higher education · Institution · Intersectionality · Race (biology · Racism · African cultural and philosophical studies · Critical Race Theory in Education · Higher Education Research Studies