For whose benefit? Black and Minority Ethnic training programmes in higher education institutions in England, UK. Bhopal, K. British Educational Research Journal. ![For whose benefit? Black and Minority Ethnic training programmes in higher education institutions in England, UK [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex 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.
@article{bhopal_for_nodate,
title = {For whose benefit? {Black} and {Minority} {Ethnic} training programmes in higher education institutions in {England}, {UK}},
volume = {n/a},
copyright = {© 2019 British Educational Research Association},
issn = {1469-3518},
shorttitle = {For whose benefit?},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3589},
doi = {10.1002/berj.3589},
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.},
language = {en},
number = {n/a},
urldate = {2020-01-13},
journal = {British Educational Research Journal},
author = {Bhopal, Kalwant},
keywords = {critical race theory, equity, ethnicity, higher education, race}
}
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