Originally published here.

Our study negated the supposed biological predisposition of males and females, as well as reviewed the literature negating racial superiority in relation to cognitive aptitude. We exposed the shallow institutional efforts to appear diverse but in fact exploit tokenism to raise the profile of the institution. Sequentially, we recommend that Higher Education institutions must either substantially reform their approach to closing differential degree outcomes on the basis of race, as well as recognise the shortcomings of the institution in terms of its ‘zero-tolerance’ and ‘affirmative action’ efforts to provide minority ethnic students, especially female students, with a comparative advantage to counter historic, social, and institutional marginalisation.

Should HE institutions fails to substantively reform their organisation, we propose that ‘Real-life sessions’, such as ‘Racism and Sexism in the work place’, ‘How to be assertive’, and ‘Your rights as an employee under UK law’, be streamlined and offered to all students, but particularly to ethnic minority ones. This is meant to prepare minority ethnic students for the barriers to entry and challenges they will inevitably face in the capitalist-labour market and improve their chances of success.

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