Hope
This companion page is one of many included in the See My Academic FACE survey findings - officially released November 24.
Featured first are Black and racially minoritised participant answers. Scroll down to see non minoritised or white participant answers to the same question.
The qualitative question below elicited answers answers across several themes
The sixth theme is HOPE.
Please add any further insight into your lived experience as an academic/technician/
member of support staff in relation to ‘Race’. How, for example has ‘Race impacted your sense of feeling supported and valued as an educator?
Theme 6 is HOPE
Black and racially minoritised participant answers
20. Race has not impacted my career or career progression as far as I can tell. I have been in HEI for over 15 years (on and off) and have been sought out by HE faculty/admin or embraced.
30. I am an associate lecturer at several institutions at MA & BA down to beginners level on short courses. The level of engagement is varied - I’m valued & treated with the utmost respect at one and completely disrespected at another. I’ve been valued by all students I’ve taught over the years and have done the most I can to add value to their learning experience. It’s been impactful for students of colour to see and be tutored by me.
“I’ve been valued by all students I’ve taught over the years and have done the most I can to add value to their learning experience. It’s been impactful for students of colour to see and be tutored by me.”
55. part 2 Working with new institution past 6/7 months which is much more positive - in terms of how I am treated and the agency I have. I feel valued and part of the team - a first in an academic setting for me. Ironically this is as a visiting tutor as opposed to as an associate lecturer which were my previous roles. Dates set out in advance - time respected, additional dates discussed and added in advance. Working across different modules and involved across many aspects of delivery, student support and marking and assessment - a marked difference in experience. Most of my answers here will be based on my prior experience because it’s very relevant to this survey and my current role is too new to make certain assertions re: the questions in this survey.
“I feel valued and part of the team - a first in an academic setting for me.”
78. In my role as course leader I “balanced” out the whiteness with visiting lecturers from the global majority. The core team tried real hard but I always had to sense check and double check what was going on leading to over extending my capacity.
86. My role has been to hold the Academy accountable for transformation across power structures, curriculum, digital spaces, etc. Change and deep transformation takes time for an entire institution to achieve. We are currently focusing on transformation with the staff body and educational transformation with the intent that shifts in the student body will be better experienced once the Academy has transformed.
99. I have a very strong sense of myself who I am, through my parents knowledge and experience living in this country. My identity my work has provided me with a position of value as I strive to be heard art all levels.
100. The experience has changed positively since the 1990's/2000. The fact that we are now addressing these issues is progressive, welcome and much needed. I have seen improvements towards levelling and being more inclusive but still a way to go.
“With half of the tutors on the course I am teaching on being women of colour, I feel a strong sense of inclusivity, recognition and being valued.”
101. My employer advocates for diversity in education, specifically in curriculum design, by actively incorporating tutors of colour. With half of the tutors on the course I am teaching on being women of colour, I feel a strong sense of inclusivity, recognition and being valued.
Non minoritised or white participant answers
Position and priviledge
126. I am a white female manager with a diverse team of staff of differing ages and races. I can clearly see the frustrations of some of my teams lived experience when we talk and I encourage the team to let me know if I can do anything better. I have been fortunate enough to have been guided to read around the subject to educate myself to support my teams.
143. It is important to me that my University takes race issues and decolonisation of the curriculum seriously.
154. Our team have worked hard in decolonising the curriculum and have increased numbers of students in underrepresented minorities effectively in recent years And I feel we have a great team who would welcome more diversity in it.
“I teach in a subject that works to diversify its curriculum. I feel that this is valued not only by fellow members of staff but also by students. (I see this diversified curriculum benefiting students in practice.)”
164. I feel supported and valued as an employee. I am conscious that this may or may not be due to my being white and male. I teach in a subject that works to diversify its curriculum. I feel that this is valued not only by fellow members of staff but also by students. (I see this diversified curriculum benefiting students in practice.)
171. I am a white female manager with a diverse team of staff of differing ages and races. I can clearly see the frustrations of some of my teams lived experience when we talk and I encourage the team to let me know if I can do anything better. I have been fortunate enough to have been guided to read around the subject to educate myself to support my teams.
Questions
162. One of my rolls is to mark papers. Being dyslexic this is difficult for me and I struggle to find ways of combining reading, commenting and grading in the time given (or paid for). I've ended up NEEDING to build a suite if tools and processes enable me to manage this, but it's out of my own pocket. I know this is due to my cognitive diversity, but what do staff with little or no sight for others with processing challenges do? Surly their knowledge and opinion is just as valid as the "able" staff members. This also is also relevant to the students, as dyslexia and ADHD is clearly evident in my students. With many of them being international students they won't have gone through the same processes as the UK students, so they don't think to ask or engage, but just cope. How can we help them?