In a recent Times Higher Education article, Mercy Denedo, Associate Professor of Accounting, underscores the significant underrepresentation of black academics in the UK and highlights the unique challenges they encounter within the higher education system.
Originally published in Times Higher Education.
Did you know that there were only 210 black professors in the UK in 2023? This small number represents just 1 per cent of all professors.
As a black academic myself, I am more than aware of the challenges we face when it comes to diversity, inclusion and belonging. Although the number of black academics in UK academia is increasing and support for them is improving, there remains huge under-representation and significant challenges – especially for black academics who are just beginning their careers.
The journey of black early career researchers (ECRs) is often fraught with unique obstacles, from systemic bias to inadequate support. We know this not only from the personal, anecdotal experiences that most black academics share but also from research into the support and inclusivity made available to them.
In fact, in a new report co-authored by the Society of Black Academics (SBA), GatenbySanderson and the Higher Education Policy Institute, we surveyed almost 100 black ECRs in the UK on the challenges they have faced, as well as the support – or lack thereof – they have received. We also interviewed university staff responsible for implementing initiatives and programmes to improve inclusivity and support for black academics.
The survey found a clear lack of inclusivity across the board. Just 34 per cent of respondents believe their workplace is inclusive and only 45 per cent feel they can be their true selves at work. Support is also perceived to be lacking: only 38 per cent of survey respondents believe their mental and physical well-being is prioritised by their employers.
While 68 per cent of respondents did attest to a good relationship with colleagues, this does not necessarily lead to high job satisfaction – only 49 per cent are content with their role. It is likely that pay also has an impact on that figure: just 32 per cent of respondents believe they receive a fair wage.
Moreover, many respondents believe that the pipeline from student to ECR to professor is blocked for them. The problem is not solely one of representation; a plethora of factors contribute. The greatest challenges that black ECRs face, they told us, are unconscious bias, a lack of community for people similar to them, and a lack of clarity around progression and opportunity.
Our interviews with university staff reveal that the initiative that is doing the most to improve inclusivity and support for black ECRs is equality, diversity and inclusion training. Initiatives such as efforts to “decolonise” curricula and research, and creating black staff networks are also common. However, other support schemes appear limited.
One of our recommendations is that institutions should actively facilitate the creation of support networks for the development and wellbeing of black academics, whether through formal or informal means. More PhD studentships and living stipends are certainly crucial for recruiting black ECRs but more support is needed once they arrive. This could include discipline-specific groups, career stage-focused networks or broader institutional, regional or national networks, supported by organisations such as the SBA.
Mentoring and sponsorship programmes are also vital for career progression, and institutions must make a greater effort to standardise such relationships and ensure that mentors are aware of the unique challenges faced by black academics so they are equipped to support and advise accordingly.
For instance, black academics often face disproportionate workloads as a result of additional responsibilities such as student support and participation in affinity groups. Institutions should recognise these contributions in workload planning and in transparent and publicly available promotion criteria – or they should adjust remuneration accordingly. Annual reviews should ensure equitable workload distribution to prevent burnout, and regular training on promotion processes should be provided to ensure equity.
More collaboration between universities is also vital. For instance, institutions should aggregate their diversity data to create larger data sets that protect individual identities while offering richer insights into the experiences of black academics. This approach is especially useful for institutions in similar contexts or mission groups.
Alongside quantitative data, universities must prioritise qualitative data and ensure black staff have regular opportunities to voice concerns and participate in decision-making. This data can then be the grounding of any future initiatives to support black academics.
Institutions should also share information with each other on which of these initiatives are successful – as well as which are not. Prioritising collective improvement over competition can accelerate progress towards a culture in which black academics feel valued, empowered and able to thrive.
Ultimately, these changes will help create more equitable and inclusive institutions that not only attract but retain and promote diverse talent, enriching the entire academic community.
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