Action needed to dismantle systematic barriers faced by Black academics
Henley Business School and University of East London co-author report to shine a much-needed light on the obstacles faced by Black academics in UK business schools.
Systematic and pervasive barriers are hindering the progression of Black academics in UK business schools and more must be done to foster a more inclusive and representative higher education sector, according to a new report co-authored by the University of Reading's Henley Business School and University of East London.
The groundbreaking report, Creating Equity, Inclusion, and Belonging in Higher Education: The Challenges and Opportunities for Black Academics in University Business Schools, examines the varied experiences of Black academics working in the UK and US, delving specifically into the internal factors that have historically contributed to a lack of career progression, including towards professorship.
Co-authored by Dr Jummy Okoya, Dean of UEL’s Office for Institutional Equity, and Professor of Coaching and Behavioural Change at Henley Business School, Dr Jonathan Passmore, the report calls for radical change at an institutional and individual level, to bridge the gap between Black academics and their peers, and ensure they have every opportunity to thrive and feel a sense of belonging.
The report’s findings highlight significant underrepresentation, with Black academics holding less than 1 per cent of professor roles, despite making up 4.4 per cent of the working-age population. This lack of representation was associated with adverse effects on curriculum diversity, leadership, and student experiences, as well as more widely perpetuating systemic inequities.
In response to the barriers identified, the report proposes a forward-looking BRIDGE – Building Recognisable Inclusiveness, Diverse Growth, and Equity – framework, which advocates for transparent promotion criteria, inclusive leadership, and tailored career programs for Black academics, alongside recommendations for professional bodies and research organisations to embed equitable practices.
Dr Okoya, a UK leader in advocating for more Black female professors and creating a pipeline of Black female PhD students into academia, said: “This bridge model offers a new way to think about career development for Black academics and a pathway towards dismantling existing systemic racial divides. We believe by championing a more inclusive approach, it will encourage people at all levels to join in on the journey to create more diverse academic environments where everyone can succeed.”
The report was launched at an evening reception in the Home Room at the House of Lords in London.