Racial and ethnic diversity is a challenge for the Scottish HE IT sector. I
Jackie Kay thinks Scotland is ‘decades behind in attitudes to race’.
Skills Development Scotland highlight the business drivers:
In ISG we take an intersectional approach to addressing the multiple factors, gender, race, religion, class, sexuality, and disabilities which shape the experience of our staff. Ethnicity is also a complex category. I had to google ‘do Jews count as minority ethnic?’ and there’s a whole discipline around collecting data.
Here are some of the things we have done:
We have employed an intern (Dominique ) who is an expert in gender and race issues and how those combine to reinforce inequality. She has advised us on how to ensure that our gender equality initiatives also include race, age and class considerations.
In our recruitment, we have changed the language and images we use to communicate what it is like to work in ISG. We have also changed where we advertise, making more use of LinkedIn and the new Equate Scotland jobs board and the university careers service. As a result our new workers, and particularly our student interns appear to be a much more diverse group than the longer standing staff. Our interns are a pipeline to bringing new diversity into digital jobs.
We make sure that the images we use in BITs magazine and in other ISG promotional materials reflect the diversity of our staff and discourage the use of ‘stock’ images to do so. We have also changed the images we use to promote use of technology and online learning, ensuring that the images on our websites reflect the demographics we know we have in our community. We are exploring how we can make more use of positive action images collections such as JopWell
A report from the Scottish Government’s independent adviser on race equality in Scotland in 2017 recommended actions for those with the aim of working towards achieving the goal of parity in employment for minority ethnic communities in the workplace.
‘It is generally accepted that for public services to be effective and relevant for all communities in Scotland, the public sector workforce should reflect the community it serves. The Scottish Government is committed to ensuring that by 2025 its own workforce will reflect at every level the minority ethnic share of the population. According to the 2017 staff diversity data published in the Scottish Government’s Equality Outcomes and Mainstreaming Report, BME staff currently comprise 1.6 % of the civil service in Scotland, an increase of 0.2 % since 2013.
The position set out in the CRER report of March 2014 is that just 0.8% of staff in all Scotland’s Local Authorities are from BME backgrounds despite making up 4% of the general population in Scotland. In Glasgow City Council the proportion of the workforce from a BME background is less than 2% although the BME population is 12%.
Given that the Public Sector employs 20.7% of the workforce in Scotland, accelerating action to tackle the diversity deficit in the Scottish Public Sector and meet the Scottish Government’s equality outcomes is, I suggest, a matter of some urgency.’
People of colour make up 9.7 per cent of the total staff numbers at University of Edinburgh and suffer structural disadvantage in pay as we can see by looking at the gender pay gap.
BME staff are more likely to report a culture of bullying, racial stereotyping and microaggression (Advance HE/Fook et al, 2019; Rollock 2019). We have held staff development sessions on:
- Race Matters in the Workplace (Prof Rowena Arshad)
- Coding for Diversity ( Stewart Cromar and Jacqui Aim)
- Changing Recruitment Language (Equate Scotland)
- Disability and Employment – The Challenges of Finding and Keeping a Job (Prof Sheila Riddell)
- Religion at the University (Harriet Harris)
- Intersectional approaches to Equality and Inclusion at Work ( Dominique Green)
- What is LGBT+ and why does it matter at work? ( LGBT+ Staff network)
- Don’t Cross the Line: Bullying and Harassment training
We have also run Wikipedia events in Black History Month and in association with UncoverEd. We have a representative ( Rachel) on the LTC task group on decolonising the curriculum and we have created OER specifically on that topic. We have tasked our Equality Images Intern ( Francesca) to discover the stories of diverse staff groups in university history and we sponsored student -led university events organised by our interns Vicki, Gina and Dominique on topics of mental health and transexuality which took intersectional approaches to understanding the experiences of UoE students.
- We take care not to organise all-staff events on major high days and holidays
- Staff, mainly in User Services Directorate, attend cultural awareness training
- We take part in projects across libraries and collections and across the sector to explore the implications of decolonialising our metadata and descriptions
- We will name the next of our training rooms after David Pitt during Black HIstory Month 2019
- We are meeting with Advance HE to explore how University of Edinburgh can be part of their race equality project:
‘Racial inequality is a significant issue in UK universities. It is evidenced by the BME attainment gap, the BME staff pay gap, and the lack of representation and promotion of BME staff . A number of UK universities have made strategic and public commitments to advancing race equality, but the sector has found consistent progress hard to come by.
Advance HE/ECU has been actively working with the sector in Scotland on race equality since 2013 to promote conversations and initiatives on race equality with universities and colleges. In 2016, the Race Equality Charter was launched, and the Scottish Race Equality Network (SREN) first met. This project aims to support a group of Scottish universities to make significant and meaningful progress in developing strategic approaches to race equality, and in particular develop effective initiatives to support the recruitment and development of Black/BME staff. Improved staff representation, whilst being a key longer term outcome itself, is also a necessary condition for significant improvement in the Black/BME attainment gap.’
There seem to be some Scotland-specific challenge, Advance HE report that:
Scottish manifestations of race inequality in HE are under-explored. Intersectionality and differences between BME ethnicities are underexplored in the national sector literature, and may be different, and/or particularly relevant to the Scottish context. Positive action is under-utilised to drive strategic and institutional change, partly due to institutional conservatism, lack of expertise and lack of leadership.