Reducing the gender and ethnicity attainment gap
Information and resources to support efforts in tackling the attainment gap

The university actively promotes an inclusive culture in teaching and learning, and it is important to ensure that we continue to reflect on the needs of our diverse student community particularly students with English as an Additional Language (EAL), black and minority ethnic groups (BME), care leavers, students with disabilities and males from lower socio–economic backgrounds (aka white working class boys (WWCB) who can be at risk of under-attainment.
While the numbers of students receiving a first or 2:1 have increased over the last 8 years, there continues to be a considerable gap between the proportion of white British students receiving these classifications compared to UK-domiciled students from minority ethnic groups (Runnymede Trust, 2015). This attainment gap has remained nearly static over the last ten years.
Jo Johnson, Minister of State for Universities and Science, in guidance to the Director of Fair Access (published in 2016) requested HEIs to set targets for students from disadvantaged backgrounds; specifically students from BME, WWCB and students with disabilities and learning difficulties.
Unpicking the black attainment gap provides up-to-date data on the black and Asian student attainment gap (Wonkhe, August 2017).
General University information
Equality, diversity and inclusion main University pages provides links to:
E-Learning (staff login required):
Relevant 7 steps series guides to help plan and teach effectively:
Inclusive teaching, learning and assessment: includes research-informed resources, guidance and videos. Some of the student videos include the experience of international students.
Online self-assessment tool for University of Plymouth staff and students. This tool is available in the DLE. It evaluates students’ early engagement with learning. It provides automated feedback, helping to identify students at risk and directing them to appropriate resources and sources of support.
Use the peer review process and the Personal Development Review process to focus on equality, diversity and the attainment gap.
Berry, J., and Loke, G. (2011) Improving the degree attainment of black and minority ethnic students. Equality Challenge Unit / The Higher Education Academy.
Cotton, D.R.E, George, R., Joyner, M. (2013) The Gender and Ethnicity Attainment Gap Research Project. Plymouth: Pedagogic Research Institute and Observatory, University of Plymouth. : A comparative analysis.
Cotton, D.R.E., Joyner, M., George R. and Cotton, P.A. (2015) Understanding the gender and ethnicity attainment gap in UK higher education. Innovations in Education and Teaching International, 53(5), pp 475-486.
Gale, N. and Ward, N. (2017) LGBTQ-inclusivity in the higher education curriculum: a best practice guide. Birmingham: University of Birmingham.
Hillman, N. and Robinson, N. (2016) From Boys to Men: The underachievement of young men in higher education – and how to start tackling it. HEPI Report 84. Oxford: Higher Education Policy Institute.
Letter of Guidance from the Secretary of State for Business, Innovation and Skills and the Minister of State for Universities and Science to the Director of Fair Access, February 2016, p.14.
Miller, M. (2016) The Ethnicity Attainment Gap: Literature Review. Sheffield: The University of Sheffield, Widening Participation Research & Evaluation Unit.
Morgan, W. (nd) Ethnicity and Degree Attainment: Why the higher education section can no longer ignore the attainment gap. Power Point Presentation. London: University of East London.
Richardson, J.T.E. The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education, 39(2), pp 278-291.
Southern Universities Network (2017) White Working Class Males in British Higher Education - Pre and post entry perspectives.
SOAS Students’ Union (2016) Degrees of Racism: a qualitative investigation into ethnicity attainment gaps at SOAS. London: School of Oriental and African Studies (SOAS) Students’ Union.
Stevenson, J. (2012) Black and minority ethnic student degree retention and attainment Jacqueline Stevenson (2012). York: The Higher Education Academy.
Below is a list of polices, procedures and guidance for staff and students. This list is not exhaustive and if you need any help or advice please contact us.