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Dave Thomas is Student Success Project Manager, PhD researcher and BAME Staff Network Co-Chair at the University of Kent. In this blog, he explains the importance of decolonising the curriculum to ensure diversity of opinion and democratic thought. 
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Today CfEY is launching a new report with King's College London, examining the participation of Latinx students in UK higher education.
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What if our Textbooks were Black?, 16:00 16/12/2019, BBC Radio 4, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/14FBA10B?bcast=130832923 (Accessed 20 Dec 2019)
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Craig Poku was the only black PhD student in his department. He reflects on how black British doctoral students can navigate the challenges they face
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In October 2018, we published a report on Race, Ethnicity and Equality in UK History. This RHS report built on existing work by groups such as the Runnymede Trust, the Young Historians Project and Museum Detox, and surveyed the state of the discipline for BME staff and students in particular. It found that Undergraduate level History was overwhelmingly white in terms of students, that the numbers were even lower when it came to Postgraduate level History and that ‘History academic staff are less diverse than H&PS student cohorts, with 93.7% of History staff drawn from White backgrounds, and only 0.5% Black, 2.2% Asian and 1.6% Mixed’.
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Asking BAME students to spend significant amounts of time helping universities decolonise the curriculum is far from the ideal solution, says Daniel Akinbosede inspiring Times Higher article.
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Derek, Faiza and Omar discuss race, class and institutional prejudice, immigration, Empire, the role of civil society, hostile environment and hope.
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![Unprofessional peer reviews disproportionately harm underrepresented groups in STEM [PeerJ] | Race and diversity | Scoop.it](https://img.scoop.it/Px8lH3jN4dllcvRubTO3hDl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Background Peer reviewed research is paramount to the advancement of science. Ideally, the peer review process is an unbiased, fair assessment of the scientific merit and credibility of a study; however, well-documented biases arise in all methods of peer review. Systemic biases have been shown to directly impact the outcomes of peer review, yet little is known about the downstream impacts of unprofessional reviewer comments that are shared with authors. Methods In an anonymous survey of international participants in science, technology, engineering, and mathematics (STEM) fields, we investigated the pervasiveness and author perceptions of long-term implications of receiving of unprofessional comments. Specifically, we assessed authors’ perceptions of scientific aptitude, productivity, and career trajectory after receiving an unprofessional peer review. Results We show that survey respondents across four intersecting categories of gender and race/ethnicity received unprofessional peer review comments equally. However, traditionally underrepresented groups in STEM fields were most likely to perceive negative impacts on scientific aptitude, productivity, and career advancement after receiving an unprofessional peer review. Discussion Studies show that a negative perception of aptitude leads to lowered self-confidence, short-term disruptions in success and productivity and delays in career advancement. Therefore, our results indicate that unprofessional reviews likely have and will continue to perpetuate the gap in STEM fields for traditionally underrepresented groups in the sciences.
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A series celebrating Black cultural figures who should be more central to history. Naomi Beckwith grew up on Chicago’s South Side. Unusually, her school prioritised the teaching of Black history - when she opened a textbook, she saw people who looked like her. But when she left that school, most black faces from the past disappeared. Today, Naomi’s an international curator at the Museum of Contemporary Art, Chicago. Her exhibitions rebalance the story of art and culture - focusing on African American cultural figures who could and should be better known. But she argues that we need to go much further - we must reconsider our models of education. If we change our exhibitions without changing our textbooks, then nothing changes at all. In this series, Naomi invites artists to imagine a new cultural textbook that reinstates some of those Black cultural figures who’ve been sidelined. In episode 1, the writer and publisher Dr Haki Madhubuti nominates What if our Textbooks were Black?, 16:00 09/12/2019, BBC Radio 4, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/14EFDB3A?bcast=130788399 (Accessed 20 Dec 2019
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Decolonising Library collections and practices: from understanding to impact papers on what libraries are doing.
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There is a growing impetus, from university students and administrations, to decolonise the curriculum and develop diverse reading lists. Schucan Bird, K. & Pitman, L. High Educ (2019). https://doi.org/10.1007/s10734-019-00446-9
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Asian international and black students reported greater odds of suicide attempt. •Sexual minority students reported greater odds of across all three suicide outcomes.
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