“Connecting the Dots: A Systematic Review of Explanatory Factors Linking Contextual Indicators, Institutional Culture and Degree Awarding Gaps” by Pallavi Banerjee (2024)
This article explores why degree awarding gaps continue to exist in UK higher education, particularly affecting students from Black and Minority Ethnic (BME) backgrounds and lower socio-economic groups. The study systematically reviews existing research to understand how institutional culture and student background factors (contextual indicators) combine to influence academic outcomes.
The paper argues that degree awarding gaps are not caused by student ability alone, but by structural, cultural, and institutional inequalities embedded within higher education systems. Universities therefore have a responsibility to create more equitable learning environments.
Key Details and Main Points
1. What is the Degree Awarding Gap?
The degree awarding gap refers to differences in the likelihood of students receiving high degree classifications (such as a first or upper second-class degree) depending on factors like:
- Ethnicity
- Socio-economic background
- Disability
- Gender
- Prior educational attainment
- Being first-generation university students
The article highlights:
- Black students are statistically less likely than White students to receive top degree classifications.
- Students from deprived backgrounds also experience significant attainment disadvantages.
2. Why the Issue Matters
The review explains that addressing awarding gaps is important because it:
- Promotes social justice and equality
- Improves social mobility
- Benefits the UK economy
- Protects the reputation of UK universities
- Helps institutions meet legal duties under the Equality Act 2010
3. Main Factors Contributing to Degree Awarding Gaps
A. Unconscious Bias
The paper identifies unconscious bias as a major factor influencing student outcomes. Examples include:
- Staff making assumptions about students’ abilities
- Harsher marking or feedback for certain groups
- Stereotyping based on race, disability, or socio-economic background
The article also critiques the idea that bias is always “unconscious,” arguing that institutional racism and “white supremacy” are often embedded within university structures and practices.
Key point:
Bias can shape:
- Assessment practices
- Student confidence
- Staff expectations
- Student support opportunities
B. Limited Engagement with Academic Staff
Students from underrepresented backgrounds may have fewer opportunities to build relationships with lecturers or tutors due to:
- Large class sizes
- Lack of mentoring
- Limited personalised support
- Feeling excluded from university culture
Research reviewed in the paper found that:
- Students who feel a sense of belonging are more likely to succeed academically.
- Positive staff-student relationships improve retention and attainment.
C. Students’ Views of Their Future Selves
The review found that students’ beliefs about their future strongly affect attainment.
Minority ethnic students may:
- Have lower expectations for future success
- Experience reduced confidence due to discrimination or lack of representation
- Struggle to envision themselves succeeding within higher education
The paper emphasises the importance of:
- Goal-setting
- Self-regulated learning
- Positive academic self-concept
- Encouraging students to see themselves as capable graduates
D. Institutional Racism
Institutional racism refers to systems and practices within universities that disadvantage racial minorities.
Examples discussed include:
- Underrepresentation in curricula
- Discriminatory policies or assumptions
- Bias within academic and disciplinary systems
- Lack of diversity among staff
The paper argues that these experiences:
- Reduce belonging
- Lower motivation
- Negatively affect academic performance
The review highlights that increasing racial diversity and creating inclusive academic environments can improve student retention and success.
E. Inadequate Support Systems
The article stresses that students need:
- Academic support
- Emotional support
- Clear learning structures
- Autonomy and encouragement
Studies reviewed showed that students engage more successfully when universities provide:
- Well-structured learning environments
- Clear guidance
- Meaningful support systems
F. Lack of Social and Cultural Capital
A major theme is the role of social and cultural capital.
Social capital includes:
- Family support
- Networks
- Mentors
- Knowledge about university systems
Cultural capital includes:
- Familiarity with academic culture
- Confidence navigating higher education
- Exposure to “middle-class” norms and expectations
The review found that working-class and first-generation students often experience:
- Isolation
- “Cultural mismatch”
- Lack of belonging
- Difficulty navigating university expectations
4. Theoretical Frameworks Used
The article draws on several theories to explain awarding gaps:
- Systems Theory – universities are shaped by wider social and economic structures
- Institutional Theory – university cultures influence student outcomes
- Social Reproduction Theory – inequalities are reproduced through education
- Intersectionality Theory – overlapping identities (race, class, gender) shape experiences
- Critical Race Theory – racism is embedded within institutions and systems
5. Recommendations Made by the Author
The article concludes that universities must take a proactive and systemic approach.
Key recommendations include:
- Diversifying curricula
- Increasing staff diversity
- Providing unconscious bias training
- Creating inclusive learning environments
- Strengthening pastoral and academic support
- Reforming assessment practices
- Encouraging peer mentoring and belonging initiatives
- Supporting first-generation and underrepresented students more effectively
Overall Conclusion
The review concludes that degree awarding gaps are caused by a complex interaction between:
- Student background factors
- Institutional culture
- Structural inequalities within higher education
The paper argues that universities must move beyond viewing awarding gaps as individual student deficits and instead address the systemic and cultural barriers embedded within institutions. Creating inclusive, supportive, and equitable university environments is essential to reducing these disparities.
