For whose benefit? Black and minority ethnic training programmes in higher education institutions in the UK

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@article{1632220e16554267994a819ec146da25,
title = "For whose benefit?: Black and minority ethnic training programmes in higher education institutions in the UK",
abstract = "Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision‐making roles compared to their White colleagues. In order to increase BME representation in senior decision‐making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities.",
keywords = "Ethnicity, Race, Equity, Higher education, Critical race theory",
author = "Kalwant Bhopal",
year = "2019",
month = dec
day = "10",
doi = "10.1002/berj.3589",
language = "English",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Wiley",

}

RIS

TY - JOUR

T1 - For whose benefit?

T2 - Black and minority ethnic training programmes in higher education institutions in the UK

AU - Bhopal, Kalwant

PY - 2019/12/10

Y1 - 2019/12/10

N2 - Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision‐making roles compared to their White colleagues. In order to increase BME representation in senior decision‐making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities.

AB - Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision‐making roles compared to their White colleagues. In order to increase BME representation in senior decision‐making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities.

KW - Ethnicity

KW - Race

KW - Equity

KW - Higher education

KW - Critical race theory

UR - http://www.scopus.com/inward/record.url?scp=85076354167&partnerID=8YFLogxK

U2 - 10.1002/berj.3589

DO - 10.1002/berj.3589

M3 - Article

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

ER -