The sector wide differences in the attainment of students categorised as Black Minority Ethnic (BME)
and as white increases, despite the good degrees gained by students categorised as BME rising year
on year (ECU, 2012). In this research staff and student perceptions of the attainment gap are explored
and initiatives to reduce the gap are implemented. The research identified four areas that are crucial to
student success and contribute to gap:
the quality of learning relationships
pedagogic factors: i.e. the clarity of assignment briefs
psychosocial barriers: i.e. student expectation, belongingness, aspiration raising and fear of
stereotype threats
social capital: i.e. understanding the HE rules of engagement and degree classifications
On conclusion of the programme the University saw a 2% decrease in its attainment gap. This work
continues through the What Works Change Programme and considers how assessment practices can
impact of student retention, progression, success and sense of belongingness
