Inclusion: Our Students’ Voice
Written by Christine Kinnear, CEO, With Insight Education
We recently hosted two round tables to hear firsthand the issues around inclusivity that black-heritage students were experiencing and to give them the opportunity to voice their own solutions.
What came through loud and clear was a desire for a greater sense of belonging.
The Japanese have a word for belonging: ibasho. It means a place where you can feel at home, being oneself. Let’s be clear, that the students were not talking about the no holds barred ‘oneself’ that is usually reserved for friends and family. Rather they sought the creation of a space where they felt they could exist free of prejudice, comfortably express their opinions without fear of judgement or reprisals and see themselves reflected in a culturally inclusive environment.
Overall, the students came up with 10 areas for improvement. In this blog, we’ve summarised them into three areas that speak to the students’ need to be seen, heard and valued - themes that are equally applicable to any organisational setting.
LEADER-LED DISCOURSE
The students talked about a culture of Silent Acknowledgement within their universities. They explained this to be the situation where it was recognised that racism was an issue but it was not openly talked about.
Instead of the rather ‘tokenistic’ recognition of racial prejudice, such as hosting events during black history month, the students wanted lecturers to facilitate discussion of the topic throughout the course. They felt that this more ingrained approach would reduce the awkwardness associated with discussing this topic.
Furthermore, it was felt that lecturers who encouraged students to talk openly about race and delivered a more representative curriculum served to benefit everyone in the room. One poignant example given was from a medical student whose narrow course focus on diagnosing skin conditions on white patients left her and her fellow students ill-equipped to deal with patients of colour during their placement.
ELIMINATING DISCRETE DISRESPECT
Creating a culture of inclusivity begins with establishing a set of core values that prioritise diversity, respect, and acceptance. Whilst the students were not on the receiving end of blatant acts of racism they were subject to discrete disrespect. For example, inappropriate jokes made under the guise of dark humour. The students felt that in most cases, this was reflective of ignorance rather than malice. Nevertheless, these demeaning instances placed the students in the awkward position of having to enlighten their peers as to why their behaviour was unacceptable.
Our students wanted universities to take responsibility for educating all students and staff about treating everyone equally with due respect and ensure a high level of awareness about what is inappropriate behaviour. This clarity of expectation would unburden black-heritage students from having to sort this problem out themselves.
RESOLVING CONCERNS
Transparent and effective communication is essential for building trust and connection within any organisation. We found that issues arose when students felt that they did not have an outlet for their concerns. It was often the case that those able to shout the loudest were heard but, as just a small group within the student body, our students did not have the mass to stand out. Instead, they were supporting each other with informal peer groups. What they actually wanted was an organisationally arranged system of peer support networks and black welfare representatives in whom they could confide in about the challenges they face. These individuals could then interface with the university’s management, ensuring that the voices of the students were heard.
Equally important was establishing a feedback loop ethos. Actively responding to feedback and implementing changes when feasible demonstrates that their voices are heard and valued, leading to increased trust and a greater sense of belonging.
CONCLUSION
Creating a sense of belonging in any organisation is a multifaceted endeavour that requires ongoing commitment and effort. We released our first Student Voice survey in 2021 and undoubtedly things have shifted in the right direction since. Policies have been written, training provided and initiatives launched. Arguably we are now in the hardest part of the inclusion journey, the maintenance phase. The students applauded the efforts that were being made but progress is reliant on maintaining the spotlight. Universities must continue to review their practice, normalise discussing ‘awkward’ topics and foster opportunities for greater representation. We all must.
Ultimately, a space where every individual feels valued, respected, and included is an environment where everyone can thrive. Our students, like all minoritised groups, deserve nothing less.
Our full Student Voice report is available here.