Equality and Diversity: Where are we now?

Dr Diane Bebbington Diversity Advisor Leadership Foundation for Higher Education

Conceptions of equality

Modood (2007, p.335) identifies two distinct conceptions of equal citizenship: 1.

2.

The right of assimilation to the majority/dominant culture in the public sphere and toleration of ‘difference’ in the private sphere The right to have one’s “difference” (minority, ethnicity and so on) recognized and supported in the public and private sphere

Conceptions of equality (2)

Equal Opportunities Commission (Vision for equality)

‘Equality is no longer just about the rights of minorities, important though they are. It must concern everyone and touch every part of life. Equality is not about making different people with different needs fit the same mould. It’s about recognising that everyone has rights and responsibilities: the right to respect and dignity, an equal chance to fulfil their potential and the responsibility to make a contribution to society’

Inequality in organizations

Acker (2006) defines organizational inequality as systematic disparities between participants in terms of: • • • • • • Power Control over goals, resources and outcomes Decisions such as how to organize work Opportunities for promotion and interesting work Security in employment and benefits Pay and other monetary awards

Women: progress in academe?

Women - now the majority of undergraduates in HE but still disadvantaged in terms of: • • • • • • • • The gender pay gap Gender insensitive pedagogy Promotion Professional development and tenure The absence of women in research Sexual harassment Gendered knowledge production and dissemination Disciplinary differences e.g. in STEM subjects Morley (2011)

Race: equality for students?

Race for Equality: A report on the experiences of Black students in further and higher education (NUS 2011) a cknowledges the huge increase in Black students’ participation in education but notes that institutional racism is still embedded in the system. Recommendations are made to: • • • • • • • • Increase awareness and coordination Challenge racism and discrimination Encourage student involvement EHRC to ensure that all FE and HE institutions comply with race-specific duties under the Equality Act 2010 Degree attainment agenda: build on the current work of ECU and the HEA Evaluate impact of changed funding arrangements on Black students Information, advice and guidance; invest in support services Curriculum should embed race equality

Why is there still only one minority vice-chancellor?

Guardian, Monday 17 October 2011

Social class and participation in HE

The Sutton Trust (2008) 2002-2006 finding that: analysed 1 million university student admissions in • • • • 100 elite schools make up under 3% of all schools and colleges with sixth forms but account for one third of admissions to Oxbridge At the 30 schools with the highest admissions rates to Oxbridge, a quarter of university entrants from the schools went to Cambridge and Oxford The 30 schools are made up of 29 independent schools and one grammar school The 100 elite schools with highest admission rates to Oxbridge are composed of 78 independent schools, 21 grammar schools and one comprehensive school.

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Disability: access and success?

Until the 1990s most universities were inaccessible to disabled students and staff Disability was perceived as an individualistic medical problem In the 21 st century many more disabled students go into higher education Support services have been set up for students Disability is now seen as a socio-political issue A gap exists between the support given to students and that for disabled staff in HE Though there is some good practice, disabled staff still face discrimination including difficulty gaining promotion/accessing reasonable adjustments • Further reading: Equality Challenge Unit (2011) Enabling equality furthering disability equality for staff in HE NIACE (2008) From compliance to culture change. Disabled staff working in lifelong learning.

Sexual orientation – the experiences of LGBT staff and students

• • • • • • Most LGB students are out to friends but a minority are out to HE staff due to fear of discrimination A small proportion of parents refuse financial support to LGBT students LGB students report significant levels of negative treatment on the basis of their sexual orientation from fellow students and staff Trans students encounter higher levels of negative treatment Under half of HE LGB staff are out to everyone; some do not disclose because of job security, homophobia and worries that their LGB identity could compromise their research agenda Worries amongst many staff that equality issues related to sexual orientation and transsexual identity are treated less seriously than race or disability Source: ECU (2009) The experience of lesbian, gay, bisexual and trans staff and students in higher education

Governing bodies: what do we know about their composition?

Research by Cranfield University (2009) found that in the 82 HEIs they surveyed: • • • • • Most HEIs have data on the gender composition of the board About half monitor for race Age, disability and religion were less likely to be collected: 46%, 33% and 8% respectively 30% of governors in the sample were female 17% of chairs were female

The recruitment of governors

Recruitment tends to be through word of mouth; 47% of the last five appointments in the Cranfield sample were made through existing members of the governing body or through alumni. Only 13% used national advertising and 10% local advertising. The Nolan Committee’s report (1995) was concerned that governing bodies reproduce their demographic profile by recruiting new members via their own contacts and informal networks. The report recommended greater use of advertising to broaden the pool of potential recruits.

In summary….

Far from exhaustive overview!

Some of the key issues: • • • • • • • • Complex area involving more than the 9 protected characteristics Importance of intersections e.g. between gender and race Importance of culture change over and above compliance with the law Need for a proactive rather than areactive stance Mass expansion of students; equality initiatives focused on them Equality issues for staff more likely to be overlooked Continuing occupational segregation in the sector Important role of governing bodies

Equality and diversity: the role of governors

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Strategic planning Institutional culture Compliance with the law Assurance and accountability Specific responsibilities

Strategic planning

• • • • Governance – key to the institution’s strategy Building the case for equality Ensuring equality is part of the overall institutional strategy Importance of leadership and engagement at all levels ‘Th e University of Bradford is seeing yearly improvements in numbers of Black and Minority Ethnic (BME) staff and students. The Corporate Plan (UoB 2004 2009) takes this further and recognises that improving diversity within the workforce and improving the working lives of staff are direct contributors to positive student learning experiences’ .(Archibong and Burford 2007)

Institutional culture

‘Raise the profile of diversity and inclusive practice. This cannot be done by sending staff on workshops or telling them to do an online course. It needs to be led from the top down – create a culture of acceptance, support and encouragement’.

Source: ECU (2011) Enabling equality: further disability equality for staff in higher education

Compliance with the law

Responsibility for compliance with the law rests with the governing body. The Equality Act (2010) states, for example, in paragraph 91 (1) that: The responsible body of an institution to which this section applies must not discriminate against a person – (a) (b) (c) in the arrangements it makes for deciding who is offered admission as a student; as to the terms on which it offers to admit the person as a student; by not admitting the person as a student.

Assurance and accountability

• • • Executive responsibilities: Implement equality policies Establish and manage relevant staff structures Ensure day-to-day compliance with the law • • • • Governors’ responsibilities: Shape and agree policy Ensure policy is effectively implemented Ensure the appropriate structures are in place and that the institution is legally compliant Need to understand what the policies are and the context in which they are being implemented Source: ECU (2009) Governing bodies, equality and diversity. A handbook for governors of higher education institutions

Specific duties

• • Human resources/HR strategy Governors may have oversight of the development of HR strategy HR is a key area for equality in relation to issues including fair recruitment practices, equal pay, etc • Appointment of Vice-Chancellor and senior managers Significant role for governing bodies, particularly given the lack of diversity amongst VCs • Grievances and appeals Governors may be needed to adjudicate in grievances. Equality and diversity issues may be involved.