Within UK Art and Design programmes 64% of White students gain an upper degree in comparison to 31% of Black British students, this results in an attainment gap of 33% (Woodfield 2014, pp. 63-4). This indicates that there is an inequality within Art and Design attainment and the majority of BAME art and design students who do graduate do so with lower level classifications.

Art education theorists have described art education as Eurocentric and exclusive (Hatton, 2015, p3). This has also been reflected in the NUS Race for Equality report where 42% of BAME students believe their curriculum does not reflect issues of diversity and equality and that it is designed to be taught by non-Black teachers (NUS, 2011). It also revealed that BAME students are frustrated as they feel they are unable to share their personal experiences in lectures and assignments. Not being able to use ones own cultural capital within academic work can cause confusion and separation from studies, leading to poor retention and attainment results (Richards and Finnigan 2016).

HE research data and statistics regarding students ethnicity and their learning and lived experiences on HE art and design programmes are generally accumulated into national data thus making it challenging to understand patterns and themes of ethnicity specifically in relation to the attainment, retention, progression and continuation of BAME art and design students at UoN (Office for Students, 2018). Due to this, further specific raw data is required relating to BAME art and design UoN students and graduates, their personal lived experiences at UoN and the relationship between their ethnicity, HE experiences and education.

This study will aim to produce and examine data surrounding the attainment, retention, progression and continuation of BAME UoN art and design students in order to understand patterns of achievement and provide recommendations to support and develop teaching and learning in this area.

Project aims and objectives

Investigate, analyse and record the retention, progression, continuation and the lived experiences of BAME UoN art and design students and graduates in order to identify any barriers that may negatively impact their potential to progress academically.

Analyse and evaluate the research findings in order to produce recommendations and create a heightened awareness of inequalities experienced by BAME UoN students within their lived reality.

Use qualitative and quantitative research to support personal tutors, lecturers and Integrated Learner Support staff to improve student retention, progression and continuation of BAME art and design students.

Create a heightened awareness and understanding of the barriers experienced by BAME art and design students in order to establish approaches that will challenge and overcome these inequalities and create a more inclusive professional and academic environment.