A piece written by Victoria Ibezim, PhD student.
As we come towards the end of Black History Month, we share a piece written by Victoria Ibezim, a PhD student at UCLan below.
It's Black History Month! Many of us might be unsure of what Black History Month entails and why it is or should be celebrated. We can tell by looking around us, how important it is for several events to be held to raise awareness on the racial issue. Black History Month is a time to commemorate Black history, Black traditions, and the historical figures who have made a significant impact in the struggle against racism and anti-blackness. It is also a moment to reflect on how we have conquered and continue to conquer the world.
However, it is crucial that the purpose of this exercise be carried out consciously throughout the year and not just in October, which is the designated month for it. Learning about Black history, Blackness, and other aspects of being Black is crucial. In our society, Black people attempt to inform and educate others while also trying to point them in the direction of valuable information. However, this should not be our reality. We cannot make it the sole responsibility of the oppressed to educate their oppressors on the effects of oppression. In the same vein, it is not Black people's role or responsibility to always educate; the onus cannot be on Black people alone.
As rightly said by Catherine Ross editor of BHM , “Black people are often given the double burden of experiencing racism and discrimination, and then being expected to fix it. Hopefully, by making the theme of this year’s Black History Month magazine and website Time for Change: Action Not Words’ we can come together to make a change for the better.”
It is time for Black people to avoid attempting to solve problems that we did not create. Thus, there is a need for change and nonverbal action, particularly from those with the authority to effect change and combat racism and anti-blackness. Due to the imbalance of power in society, allies are needed. Allies are people from diverse ethnic backgrounds who seek to stand together in the battle against racial inequality, particularly those who have an advantage in the society - those whose race are not threatened. Their shared goals are to advance equality, assist the struggle against racism and anti-blackness, and ensure that no one, feels excluded from or unwelcome in the society.
Being Black in 2022, when there is widespread denial of societal issues affecting Black people and other minority ethnic groups, as well as less accountability for harmful acts and omissions, is not as simple or straightforward as we would like to believe. However, there is a lot of pride in being Black and understanding that our challenges and experiences are valid, but it is important to emphasize in this blog the difficulty that comes with the concept “Black” because it is sometimes associated with many negative connotations due to specific preconceptions that can be traced back to racism.
Black, is sometimes used as a ‘political signifier’ to categorise people of African and/or Caribbean heritage who experience structural and institutional discrimination. Black is also recognised when used by individuals as a means of self-identity, that is, it reflects a shared sense of identity and community. Blackness is the physical manifestation of African ancestry. Although the darker skin tone was utilised to oppress and denigrate individuals who had it, this darker complexion was nonetheless adopted as the mantle of resistance. Stuart Hall argued that “Black is not a question of pigmentation…. It is a historical category, a political category, a cultural category” (2000b,149). Black must therefore be defined in a certain time and area, as contested and dynamic, as well as generated and situational and never remaining in one spot. The concept of Black as a type of identity cannot be put in a box; rather, it is a fluid concept, and comprehending Black in all its dimensions goes beyond understanding Black in terms of skin colour. In this blog, the term "Black" is used to refer to all people of African and/or Caribbean heritage and their experiences.
Following the 2020 Black Lives Matter demonstrations, some organisations and individuals vowed to combat racism. In the UK, this involved studying the historical legacies of colonialism, imperialism, and slavery. This was done by taking the time to learn about the Black experience around the world. Although it was a significant step forward, institutional racism as it exists today will not be substantially altered. For example, a report by the commission on race and ethnic disparities published last year denied the existence of institutional racism in the UK. The question then stands that ‘If a problem is being denied and there is little to no accountability, how can we resolve it?’
Many students may have heard the term "institutional racism," but they may not completely comprehend what it implies. Consequently, a succinct definition is given below.
Institutional racism is when racism is ingrained in the rules and procedures of an organization (for instance, in hiring and promoting employees, handling grievances and disciplinary actions, or creating certain work conditions or practices). Different ethnic groups frequently experience unequal opportunities and outcomes because of institutional racism. Black political activity in the US has a long history of using the concept of institutional racism. This knowledge was made more widespread in UK society by the "Macpherson Report" (1999) investigating the death of Stephen Lawrence, which also made modification recommendations to several public entities and the educational system.
As a result of the denial of institutional racism in the society, the experiences of Black people, including their various intersections, are frequently dismissed under the guise that society has moved away from racism and racial inequality. However, recent events have caused an awakening and have caused Black people and well-meaning members of the society to question the government's true intentions.
Similarly, in the educational system, there are numerous intersections in our experiences as students, some of which include our identity, gender, age, and personal family orientation. Each experience is unique to us, so it is important that we never invalidate our experiences. Regardless of what society would have you believe, you are special, and the experiences you have matter.
A pertinent issue which exists in higher education is the attainment gap. The Black Attainment Gap is the difference between the number of White UK students awarded a First Class or 2:1 degree compared to Black UK Students (NUS 2015; Wong, et al. 2021). The smaller the gap the better.
The Black attainment gap is a persistent and discriminatory problem in Higher Education (UUK/NUS,2019; Wong, et al. 2021), that reflects the wider structural racial inequality in the UK (UUK/NUS,2019). According to Advance Higher Education (AHE) (2020), 81.4% of White UK students graduate with a First/ 2:1degree award as opposed to 58.8% OF Black students. First Class Honours, also known as a 'first,' is the highest degree classification awarded. While second-class honours are divided into two categories – upper division (or 2:1) and lower division - (2:2). (UCAS, 2022). Between 2006 and 2020, Black students’ entry rate into HE was the largest of all ethnic groups, increasing from 21.6% to 47.5% (EFF, 2020). Despite this rise, it is proposed that differences in student performance are explained by the calibre and demographics of the schools that Black students attend and their subsequent likelihood of dropping out of HE, (Keohane & Petrie, 2017) with the outcome being the (limited) range of jobs that become available to them after they graduate. (Bhopal, 2018; OfS, 2018a).
At UCLan, the ethnicity awarding gap for white students compared to students from Black, Asian and other minoritized ethnicities in 2018/2019 was 9.6 %, in 2019/2020 the gap fell to 7.1 % and in 2020 and 2021 it was 8.7%. By 2028, UCLan hopes to have closed the gap in terms of disability and ethnicity. The university's £280,000 investment, which was announced during Black History Month in 2020 to support research into racial inequality in higher education, is one of the ways it hopes to accomplish that goal. I am one of five PhD students who are now funded by the institution, and my research seeks to gain an understanding of the causes of the attainment gap for Black students, I also seek to provide an in-depth insight into the lived academic experiences of Black students.
The essence of the growing interest in the Black attainment gap, aside from the importance of student voices being heard, is the need for higher education institutions to deeply internalize the impact of their educational provision. It is important for educational institutions to review their educational offerings to students and make the necessary adjustments.
Although it is important to be aware of the attainment gap, as a student, you should not let these sobering statistics discourage or limit your academic success. You arrived at university after overcoming numerous obstacles, including various educational stages, microaggressions, discrimination, and possibly various forms of racism. That alone is an entire achievement!
I started my higher education journey in 2014 at the age of 16, which was an interesting experience for me. Since my parents had to pay exorbitant tuition fees for me as an international student, I was conscious that I had to put in the extra effort to succeed. I recall being a little bewildered as I adjusted to the new atmosphere, dealt with culture shock, and adapted to new learning strategies.
Fortunately, I had excellent lecturers from a variety of backgrounds including one from Nigeria, who was pursuing a PhD at the time. I believed that having such a strong foundation was essential for me. My other teachers were also fantastic, and they supported me well; as a result, after my foundation year, I not only won the most outstanding student award, but I was also asked to chair a meeting due to my outstanding performance. The transition to university was a bit different; I was more aware of my surroundings, being in a larger crowd, and the independence and the change in level that came with it.
For most students, entering higher education is frightening; it's like walking into a maze, unsure of the outcome or whether you'll even make it to the end. In this maze, which we will compare to higher education, there are many obstacles you must overcome and numerous routes you can take to reach your destination. Occasionally, you may not receive the help and support you require, or perhaps you do, but it may not be enough. Sometimes you may believe you are moving in the right direction when you are not! Nevertheless, have faith, take a breath, and keep going; you can do this!
Black History Month celebrations are one example of a well-intentioned initiative that sometimes loses its context and experiences when it becomes too commercialised. I hope this blog shares some insights, and transparency and helps you see some of the important challenges that exist all year long and not just during Black History Month.
Every student faces difficulties, but Black students suffer more difficulties just by being Black. As students, we frequently go through events that leave us uncertain as to whether they are common or unique to us. You are not alone in these experiences, and I encourage you to be honest and vocal, especially if something doesn't feel right. In whatever capacity and situation, you find yourself in, I want you to be assured that you have the right to be heard and understood. Since the focus of this year's Black History Month is "actions not words," it is essential to both take proactive measures and have critical conversations. The battle against racism should be the focus of higher education institutions' more intentional initiatives.
As a student who is neither Black nor of a minority ethnic background, you may be wondering, "What can I do to combat racial inequality and ensure that my Black and/or minority ethnic friends, colleagues, and neighbours feel seen and safe?"
There are a few things you can try; this is not an exhaustive list, but it is a good place to start. Always have an open mind, be responsible for your own education, and conduct independent study, especially into the background of the history you are seeking to understand more about. It is a good idea to check out and sign up for a few of the educational events and seminars that are available online to stay informed. Pay attentively to what people of colour have to say, especially if they express discomfort about a particular treatment, they experienced from you or your friends, and try not to draw any assumptions too quickly.
Discuss openly not only with people of colour, but also with your other allies, close relatives, and friends, particularly those who hold opposing views, in the hope that they will be more receptive and less judgmental.
If a student is struggling and in need of direction, counsel, or advice, they should have access to the support they need. They should also believe in their own potential and be determined to transcend any limitations placed on them. Some Black students and other minority ethnic students may choose to forego seeking help because they are aware of the stigmas attached to doing so. By not seeking help, they believe they can avoid having their already stigmatized racial identities reinforced as well as the unanticipated difficulties and psychological repercussions related to their various races. However, it is crucial to avoid letting these prejudices restrict you. If you need assistance, do not hesitate to ask for it. Whatever the circumstance, speak up because you are the only person equipped to share your experiences and tell your stories. Remember, Your voice counts.
If you need any help and support. For any advice and guidance on wellbeing, mental health or safeguarding, our Student Wellbeing Services are there to help. There's information available on the Student Hub here and the service can be contacted by 01772 893020 or wellbeing@uclan.ac.uk.
- Victoria Ibezim.