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- Author or Editor: De-Shaine Murray x
In this chapter, the author explains his driving force in creating the African Caribbean Research Collective, West African Research Collective, Black In Neuro and the Imperial College London Black Doctoral Network. The passion for creating spaces for Black students was borne out of his own experiences in academia, the loneliness that he has felt, and the frustration at the attrition that occurs as Black scholars ascend the ivory tower. Adopting the principle of ‘if you can’t see the change, be the change’, he details in this chapter how he had a hand in creating networks that support PhD students at institutional, national and international levels. This chapter outlines the personal toll of this work, and acts as a rallying call for institutions to support, emulate and integrate these spaces.
In the concluding chapter the editors draw on the key themes emanating from the book to make recommendations for the sector. Commencing with admissions, it is argued that the system is opaque, lacks transparency and so provides ground for discrimination, to the detriment of Black and other minoritised groups. We call for equitable, transparent entry requirements for entry into doctoral study and clear guidance on the funding available and how and when to apply for it. The chapter makes similar recommendations at all levels of the process, from entry through to support and on to completion. We argue that what is required is an approach to learning that places the Black student and their needs at the centre of the educational process. For this to happen change is not only required at the level of the student experience, but also institutionally and structurally. Removing barriers to entry and promoting progression will only occur if the lived experiences of Black students are valued, not only at the doctoral level but beyond. The editors then conclude with a fictionalisation and a message to their community.
The final chapter in this part, ‘The missing ones’, is a space to recognise missing contributions. The reader is invited to reflect on the many Black scholars who, for whatever reason associated with the machinations of doctoral study, have been airbrushed from the pages of academia. This chapter puts into context that, beyond the many stories in the book, there are still many voices of Black scholars in the UK that have yet to be meaningfully recognised.
This unique book charts the journeys of Black doctoral students through UK higher education.
Using powerful firsthand accounts, the book details the experiences of Black PhD students. From application through to graduation and beyond, the book offers key insights into the workings of higher education, highlighting the structural barriers that impede progress. Challenges and recommendations are issued for the sector and wider community. This text is a witness to the tenacity and brilliance of Black students to achieve against the odds.
A game changer for the sector. Essential reading for anyone interested in equity and inclusion in higher education.
