Student perspectives
Quick links:
What have UoR students told us about awarding gaps?
- Inclusive teaching, learning and assessments bring the curriculum to life.
“It’s more digestible if you feel you can relate to the course content. It improves my learning and creates a sense of community.”
2. Accessible materials benefit a wide range of underrepresented groups.
“I think it’s inclusive that our weekly classes are recorded and available to watch at any time. That helps international students, mature students returning to education after a few years out and students who are just generally getting up to speed.”
3. Discussing the ‘unwritten rules for success’ breaks down barriers.
“When I learn a new piece of advice that makes university easier, it removes a burden that I would otherwise be carrying. It frees me up to concentrate on achieving rather than worrying about how things work.”
Experiences of higher education
“As a first-generation student, I often feel I shouldn’t ask for support. I’m not always clear what we are allowed to ask about and what we aren’t. Therefore, there may have been occasions in the past where I could ask for help but didn’t for fear of being wrong.”
“For me the one big challenge is commuting and if it is worth coming into university. On some days I only have a one hour lecture so to spend all that money just to come in for one hour is a struggle as I don’t have a lot of money.“
“When something happens that feels racially weird, it gets to you. It’s hard to concentrate on your studies when those microaggressions are replaying in your mind.“
Hopes for the future
“I am hoping to develop myself not just professionally but also personally. Being in a place that feels comfortable means I engage more with my teachers, peers and the environment around me. I want to be in a supportive study environment so I can achieve the goals I have set out for myself.“
(Magazine) Student Authored ‘Zines
Zines (pronounced ‘zeen’ & short for ‘fanzines’) are small-circulation and non-commercial works of appropriated or original texts and images distributed by their creators. In other words, zines are a creative and usually highly visual ‘Do It Yourself’ method of sharing personal stories. They are often used to share political views and commentaries on society, especially marginalised or critical perspectives.
Students from the Student Panel and Inclusion Consultants teams worked together to create three zines in spring term 2023, where they expressed their experiences of higher education:
- Road to Unity: Issue 1 Decolonising the Curriculum
- Road to Unity: Issue 2 Belonging and Community
- Road to Unity: Issue 3 Diversity and Inclusion
If you are interested in learning more about the zine workshops ran at UoR, read the case study in the second Decolonising the Curriculum resource.
(Journal) Promoting Racial Justice in Teaching and Learning
Promoting Racial Justice in Teaching and Learning journal brings together contributors from around the university. The poems, essays, and reflections inside look back at some of the racial justice work we have done, take stock of where we are now and look forward to a fairer, more inclusive university. The journal is an invitation to take up the call to action, especially to embed racial equality in teaching and learning.
Listen to UoR student Dominique Vincent recite her poem If not now, when?
The month October is what I’ve known, Shown to be the only time where my skin Means that I have an opinion. For the Month makes ‘representation’ the main aim; The only word they know and flaunt. How else Could they pretend that the world is completely Decolonised and yet monopolise on a desire To be seen? We cry Black Lives Matter and They claim to hear, they claim to change and yet...
(Report) “Race Equality Review”, University of Reading (2021)
After an active listening exercise, a staff and student survey, and assessment of performance against targets, the University published a detailed Race Equality Review report in May 2021, which includes a series of recommendations to ensure fairer and more equal treatment of all staff and students.
The report details differential experiences of the University of Reading on the basis of ethnicity and resulted in a racial equality action plan co-ordinated by the Race Equality Implementation Team, chaired by Dean for Inclusion, Alan Laville.
(Report) “Living Black At University” Student Voice Report
In 2022, the University of Reading and Reading Students’ Union collaborated to explore the differential experiences of current Black University of Reading students, specifically in accommodation. This was driven by sector research into the experiences of Black students in UK student accommodation published by the sector body Unite.
Read the full report and its list of recommendations.
If you have any questions for staff working in our residential settings please contact wardens@reading.ac.uk or hallmentors@reading.ac.uk
(FAQ) Students Give Their Perspectives on Decolonising the Curriculum
Read the full Frequently Asked Questions section of the Decolonising the Curriculum resource one.
(Student Resource) Guides to the University of Reading by Underrepresented Students
The Underrepresent Student Guides are a series of transition guides created by students from underrepresented groups, in collaboration with the Reading Students’ Union. So far, current students have published guides for commuting and first-generation students.
View the underrepresented student guides.