Presentation at Institute of Student Employers EDI Conference (2022

Sumbele, Yolande

Ugiagbe-Green, Iwi

E-space: Manchester Metropolitan University's Research Repository

Please cite the Published VersionUgiagbe-Green, Iwi and Sumbele, Yolande (2022) I belong, I feel safe, I feel brave: ASPIRE to cre-ate inclusive cultures for Black and Black (mixed) heritage students. In: ISE EDI Conference 2022,15 November 2022, Cavendish Conference Centre, London, United Kingdom. (Unpublished)Version: PresentationDownloaded from: https://e-space.mmu.ac.uk/636883/Usage rights: In CopyrightAdditional Information: Slides of a presentation given at ISE EDI Conference 2022Enquiries:If you have questions about this document, contact openresearch@mmu.ac.uk. Please in-clude the URL of the record in e-space. If you believe that your, or a third party’s rights havebeen compromised through this document please see our Take Down policy (available fromhttps://www.mmu.ac.uk/library/using-the-library/policies-and-guidelines)Dr Iwi Ugiagbe-GreenReader/Head of degree award and progression gaps(FBL) ,  ASPIRE project leadYolande SumbeleInclusive Learning Communities (ILC) project co-ordinator, ASPIRE AmbassadorI belong, I feel safe, I feel brave: ASPIRE to create inclusive cultures for Black and Black (mixed) heritage students What are we going to cover?• What is an inclusive (learning) culture?• A case study: ASPIRE to create an inclusive culture for Black and Black (heritage) people• Yolande’s  story• Challenges of creating Brave space• Community cultural wealth – a celebration• Impact of Brave space (My chocolate Brunch)• 3 Key take-awaysInclusive Culture (Learning context)“An inclusive learning community offers safe spaces of learning for all members of different backgrounds and cultures. All members (staff & students) are cherished, valued and celebrated for who they are i.e., their (expressed) authentic self.  It is a community that offers equality of opportunity in recognising the different needs of the diverse members of its community.  The rich cultural experiences and diverse identities of its members are embraced to form collective community wealth, that is valued by all. All members are supported and work together through their learning journeys in order to better prepared for an increasingly diverse and complex future work environment. Inclusivity is experienced in campus life, in the curriculum, in societies & communities of practice, fostering a sense of belonging for all members.” (Ugiagbe-Green, 2021)Office for Students/Research England funded 4-year research projectEvaluation lead: Dr Hannah Griffin-JamesQuantitative and Qualitative Researcher | Large Survey Specialist | Science Education Expert | Psychology Teacher | Data AnalystASPIRE PROJECT TEAMASPIRE PatronsAlison LoweDeputy Mayor – West Yorkshire (Policing & Crime)Professor Charles EgbuVice Chancellor, Leeds Trinity UniversityASPIRE values – I feel safe• Always respecting others• Safe learning spaces• Physical and psychological health and well-being• Inclusive community – celebrating and valuing difference• Reach your potential• Everyone mattersSafetyCollective ownership in boundary setting Periodic reminders and reference to our ASPIRE programme valuesEmbedded health and well-being support (talking therapies, yoga, mindfulness)Personalised learning (NO mandatory ASSESSMENT) and coaching – micro credentials for completion of learning activitiesASPIRE is much more than a programme of ‘Research Excellence’ – although this is an important and integral part of the programme.  ASPIRE seeks to develop life wide skills – academic, personal & professional skills – so that you can achieve your personal best.  It is a programme that seeks to provide scholars from all walks of life (students, graduates, alumni, employed, unemployed, switching careers etc) opportunities that are usually difficult to access – these opportunities are designed for you – with your career goals and life wide aspirations in mind – we are a COMMUNITYContextual Factors Interventions Mechanisms OutcomesMis-information (Black and Black heritage students are over-represented in HE)Work with supervisors; critical whiteness, positionality, racialised experiencesOne to one coachingCo-creation of learning e.g. student led conferenceDigital stories of achievement and lived experience – celebratory, inspiringAspiration is not an issue –Rhetoric is ‘deficit modelling’ – but then get through the system and positioning is ‘Black excellence’ – normalise our valueTransition issues impact on everyone – gaps in knowledge and experienceNeed enhanced development of academic skills, study skillsLeading routes report–identified degree awarding gaps as contributing to pipeline issues with doctoral level studyBridging the awarding gap divide – by using compassionate pedagogy to centre Black people in the teaching & learning experienceCelebrating our achievements, understanding where development is needed – providing safe, spaces of reflection and collective understanding of how to effectively navigate selection processesDevelopment of technical skills  -personal & professional development, academic writing, research skillsWebinar delivered by skills team (online – themed to strengths based work readiness mapping)Student led conference with themesTalk about race forumsJournal clubsShowcasing the work of ASPIRE scholars in a showcase eventCommunity building through networks & partnershipsWorkshops, webinarsCoffee mornings, networking events, business simulation game Building confidence & resilience – but also educating others of what being marginalised in certain spaces looks likeQuantitative data research analysis sessions with Q Step centre All artefacts collected, work readiness/skills audit, simulations, data workshops, external events to be recorded in an e-portfolio  - with a reflection of the development of students’ personal and professional skillsUnderstand your self-efficacy and positioning –plan for your career, know how to get there, better navigation of selection processesEffective articulation of your work readiness –better understanding of how to navigate systems and structuresDevelopment of human, employment, social, and human capitalRaise awareness of Black heritage students ’ experiences and achievements through the sector e.g. conferences, showcase eventTangible e-portfolio –artefacts for the digital story, network building – connections, peers.  Knowledge of opportunities,.  Evidence to support applications –career & study.  Certifications (Q Step), RISE pointsE-portfolio – artefacts (evidence of your work), reflections (research), validation – certifications• Human (External validation of technical competence – e.g. Q Step accreditation, RISE points (MMU)• Social (contacts, networks, mentors, role models –Alumni, Employers, Business contacts, Professional bodies, academics• Employment (ASPIRE 30 (internships), live client briefs, simulations• Cultural (Networking events, Journal club, cookery club, talk about race forums)• Economic (demystify opportunities – loans, scholarships, bursaries –Student Finance England)• Identity (articulation of values, skills, interests, purpose, strengths)Positioning to help you with the transition to doctoral level (L8) writing –Focus on what it is that you needSocial, identity and cultural capital • Yosso (2005) Community cultural wealth• Strengths, capabilities, values – diversity framed as a positive and value adding• Racial inclusion and centralised part of identity and community building• Development of networks, personalised support, coachingUgiagbe-Green & Southall (2019)Activities with scholars ( & employers)• Centre (racial) identity of scholars• Talk about race forums• Chat Black podcasts• Relatable role models – mentors, coaches, academics, workshop facilitators• Inclusive employment workshops – acknowledgement of systemic racism – bounce-forward• Life coaching, talking therapies, health & well-beingASPIRE Community building – I belongYolande’s storyBrave space in creating inclusive culturesArao and Clemens (2006), “own your intentions and your impact”• What are your intentions?• Differing levels of ‘psychological safety’• Be comfortable in having uncomfortable conversations• Make yourself vulnerable (acknowledge positionality in relation to minoritisation)• Adopt a growth mindset – unlearn behaviours, learn new ones• Racially minoritised are experts of their own experience• Surface your bias and be prepared to challenge yours & others values/beliefs• Normalise conditions of controlled conflict• Feedback to feedforward – determine your impactAcademic supervisors• Ubuntu workshop (I am because we are)• Anti-racist training (vulnerable, growth mindset, challenge bias)• Life-coaching• Pre & post surveys on positionality/critical whiteness – underpinned by Anne Lee (relationship development) and Robert Gatfield’s (supervisory management style) –racial inclusion• Creating BRAVE conditions was hard – needs constant reinforcement, forums & spaces to share informal experiences, creative connections with the scholars (e.g. cookery club)“Black experience is not a monolith”• Black heritage / mixed heritage• Cultural competence – Black British experience is very different from Black international experience• Intersectionality, colourism• Diaspora (displacement, trauma, inter-generational wealth)• Capitalism is racialised e.g. diaspora, socio-economic class• Frame diversity as value adding – not something that gets in the way• Authentically value and celebrate diversity – recognise differenceASPIRE Digital Story – Celebration of Community cultural wealth (stop at 4min.24 – video is 7mins 11)Brave spaces• Be values/purpose led and intentional • Safety is paramount – boundary setting by consensus• Empower your Black staff – they are experts of their own experience• Consider representation, role models, mentors• Share lived and learned experience and perspectives• Centre identity –frame diversity as a positive contribution to the community• Create opportunities for talking about race, exchanging views, perspectives• Creative connections – food is community• Create well-being spaces for allIMPACT(We are looking for internship opportunities for ASPIRE30  -please contact me!)3 key take-aways in using brave space to create inclusive culture• Be authentic, vulnerable and intentional in your creation of safe space• Accept that mistakes will be made, there will be discomfort and conflict• Ubuntu - Centre racial inclusion and celebrate it for all!• (Oh and PLEASE provide an internship for our fantastic ASPIRE programme!!!)

I belong, I feel safe, I feel brave: ASPIRE to create inclusive cultures for Black and Black (mixed) heritage students

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I belong, I feel safe, I feel brave: ASPIRE to create inclusive cultures for Black and Black (mixed) heritage students

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