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Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Josephine Gabi Orcid Logo, Alison Braddock, Claire Brown, Denise Miller Orcid Logo, Gwenda Mynott, Melissa Jacobi, Pallavi Banerjee Orcid Logo, Karen Kenny, Andrew Rawson

British Educational Research Journal, Volume: 50, Issue: 4, Pages: 1784 - 1803

Swansea University Author: Alison Braddock

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DOI (Published version): 10.1002/berj.3999

Abstract

The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised...

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Published in: British Educational Research Journal
ISSN: 0141-1926 1469-3518
Published: Wiley 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa70717
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This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined&#x2010;up experience for students, promoting student engagement and enabling them to navigate the ever&#x2010;changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. 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spelling 2025-10-17T12:49:50.4167523 v2 70717 2025-10-17 Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students? 0cb05b00ed7b447e7415f76481e5b4fc Alison Braddock Alison Braddock true false 2025-10-17 SAI The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity. Journal Article British Educational Research Journal 50 4 1784 1803 Wiley 0141-1926 1469-3518 degree awarding gap, equity, personal tutoring, racially minoritised 1 8 2024 2024-08-01 10.1002/berj.3999 COLLEGE NANME Swansea Academy of Inclusivity COLLEGE CODE SAI Swansea University Another institution paid the OA fee 2025-10-17T12:49:50.4167523 2025-10-17T11:47:26.8801040 Professional Services Josephine Gabi 0000-0003-3629-0719 1 Alison Braddock 2 Claire Brown 3 Denise Miller 0000-0001-9947-0616 4 Gwenda Mynott 5 Melissa Jacobi 6 Pallavi Banerjee 0000-0003-4317-3756 7 Karen Kenny 8 Andrew Rawson 9 70717__35382__71f5ebcecd1843e79f7269e9d647c23e.pdf 70717.VOR.pdf 2025-10-17T12:47:26.6803436 Output 383455 application/pdf Version of Record true © 2024 The Authors. This is an open access article under the terms of the Creative Commons Attribution License (CC BY). true eng http://creativecommons.org/licenses/by/4.0/
title Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
spellingShingle Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
Alison Braddock
title_short Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
title_full Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
title_fullStr Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
title_full_unstemmed Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
title_sort Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?
author_id_str_mv 0cb05b00ed7b447e7415f76481e5b4fc
author_id_fullname_str_mv 0cb05b00ed7b447e7415f76481e5b4fc_***_Alison Braddock
author Alison Braddock
author2 Josephine Gabi
Alison Braddock
Claire Brown
Denise Miller
Gwenda Mynott
Melissa Jacobi
Pallavi Banerjee
Karen Kenny
Andrew Rawson
format Journal article
container_title British Educational Research Journal
container_volume 50
container_issue 4
container_start_page 1784
publishDate 2024
institution Swansea University
issn 0141-1926
1469-3518
doi_str_mv 10.1002/berj.3999
publisher Wiley
college_str Professional Services
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hierarchy_top_id professionalservices
hierarchy_top_title Professional Services
hierarchy_parent_id professionalservices
hierarchy_parent_title Professional Services
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description The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.
published_date 2024-08-01T05:31:30Z
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