The University aims to eliminate racial disparities by improving representation, progression and success of Black, Asian and Minority Ethnic (BAME) staff and students, and making meaningful and lasting interventions in areas such as staff recruitment, representation, pay gaps and progression; student admissions, representation and attainment; discrimination, bullying and harassment; and curriculum reform.
The information on this page highlights events, information and support which support this aim, alongside celebrating the contributions of BAME staff, students and individuals.
Defining race and ethnicity
Applied to humans, the concept of ‘race’ is the idea that certain groups of people are born different to each other. The term was introduced in the early 1700s as a way of categorizing humans into groups with underlying biological characteristics. Race was initially exploited as a vehicle to justify colonization and slavery. Many people around the world still fallaciously think that ‘race’ is natural, fixed, and based on biological differences, but that idea is incorrect. Rather:
race is a worldview and social classification that divides humans into groups based on their appearance and assumed ancestry, and that has been used to establish social hierarchies.
The visible traits most commonly used to categorize individuals into races – such as skin colour or facial features – are not representative of the human genome, and hence the concept of race has no valid scientific basis. Nonetheless, many people relate to being of a particular race, or with being of ‘mixed-race’, and this can be an important aspect of their identity.
The term ‘ethnicity’ is related to race, and some people use the terms ‘race’ and ‘ethnicity’ interchangeably, although ‘ethnic groups’ are often more fine-grained divisions than ‘races’. Ethnic groups are comprised of people who identify with each other on the basis of perceived shared attributes, such as a common language, culture, religion and history.
The fact that race is socially constructed does not mean that racial categories are unimportant. Social constructions can become real if they have real effects in the world, such as when people treat individuals from diverse racial categories differently. Thus the social construct of race often leads to real-life discrimination and racism.
Here at the University of St Andrews we are committed to eradicating racial discrimination and inequality. This is exemplified in our successful application for a Race Equality Charter (REC) Bronze Award.
Professor Kevin Lala (Professor in School of Biology and EDI Faculty Lead for Science and Medicine)
Race Equality Charter (REC)
Dr Akira O’Connor (REC Chair), alongside Dr Rebekah Widdowfield (VP People and Diversity) and Professor Dame Sally Mapstone (Principal), announced in early October 2024 that the University had been awarded an institutional Race Equality Charter Award Bronze award. This achievement would not have been possible without those who have worked over many years to further race equality at St Andrews.
REC accreditation is not an end in itself. It has, however, provided a mechanism by which to raise the profile of race equality at St Andrews, and a framework with which to identify and reduce the barriers faced by staff and students of colour. Even if the REC did not exist, St Andrews would have undertaken this programme of work because it was needed, and because it is the right thing to do.
The action plan sets out a clear series of actions to advance race equality, including strengthening race equality leadership, reforming recruitment, and bolstering antiracist pedagogy.
If you would be interested in supporting this work, or would like to learn more, please contact [email protected]
Learn
Consider information presented in charter applications, university action plans and reports to better understand institutional priorities to tackle race and ethnicity inequality (particularly work on our Race Equality Charter and the BAME Students’ Action Plan Report) and reflect on your role within this work.
Explore the range of information on our website related to inclusive curricula and reflect on how you, and the University, can adopt anti-colonial practices, for example; seeking a diverse range of perspectives and voices, and avoiding stereotypes and narrow cultural references. Although information focuses on inclusive curricula, it also presents tips which are useful to consider in a variety of contexts.
Join, or signpost others to, a network: Staff and students can access peer support through the BAME Students’ Network, or the BAME Staff Network by emailing [email protected]. As well as providing a valued social, and safe, space, networks make a valuable contribution to making St Andrews “a beacon of inclusivity”, by helping inform development of EDI policies and strategies, and raising awareness of key concerns and issues.
Celebrate and engage with Black, Asian and Minority Ethnic culture and creativity: Spotify have a range of music and podcast playlists, including Frequency, K-Pop, Desi, and Arab. Also see Your Story, Your Song; a workshop by Chemical, in the Project Highlights tab below.
Attend events held during Black History Month: The Coalition for Racial Equality and Rights have helpfully pulled together a list of events running across Scotland, and further information is provided below on activities being run by staff and students in St Andrews.
Signpost friends and family to relevant resources: most information on this page can be accessed by any member of the public, and there are also specific resources appropriate to specific groups of individuals. For example, the BBC have published resources to engage children and young people.
Patricia Hill Collins is Distinguished University Professor Emerita of Sociology at the University of Maryland, College Park, and Charles Phelps Taft Professor Emerita of African American Studies at the University of Cincinnati.
Her books include Black Feminist Thought (1990, 2000, 2022); Fighting Words (1998); Black Sexual Politics (2004); From Black Power to Hip Hop (2005); Intersectionality (2016; 2020, co-authored with Sirma Bilge); Intersectionality as Critical Social Theory (2019), and Lethal Intersections: Race, Gender, and Violence (2024). Her anthology Race, Class, and Gender: Intersections and Inequalities, 11th ed. (2024), edited with Margaret Andersen, has been widely used for over 30 years in over 200 colleges and universities. Her books and articles have been translated into Portuguese, German, Italian, Korean, Japanese, Romanian, French, Spanish, and Turkish.
Professor Collins has held editorial positions with professional journals, lectured widely in the United States and internationally, served in many capacities in professional organisations, and has acted as consultant for community organisations.
In 2008, she became the 100th President of the American Sociological Association, the first African American woman elected to this position in the organisation’s 104-year history.
In 2022, she was elected as a member of the American Academy of Arts and Sciences, one of the oldest learned societies in the United States.
In 2023, she was awarded the prestigious Berggruen Prize for Philosophy and Culture, an award given annually to an individual whose ideas have profoundly shaped human self-understanding and advancement in a rapidly changing world.
Doors open at 5.30pm.
Where: Parliament Hall
When: Sunday 13 October
Theme:Reclaiming Voices: Uplifting Black Narratives in History, Culture, and Society
Join us for an engaging Black History Month panel, “Reclaiming Voices,” where scholars, activists, and community leaders will discuss the importance of amplifying Black voices that have been historically marginalized.
Topics will include restoring Black contributions in history, the role of storytelling in reclaiming narratives, and the power of community activism. This conversation will highlight how reclaiming Black voices shapes our past, present, and future.
Contact The University of St. Andrews Afro-Caribbean Society for further information: [email protected]
This panel reports on a major study of how the Syrian conflict has impacted its diverse mosaic of ethnic, sectarian and tribal communities.
Speakers: * Michael Bauer (Director of Konrad Adenauer Stiftung in Lebanon) * Dr. Rana Khalaf, Manchester University * Thomas McGee, University of Melbourne * Dr. Haian Dukhan, Teeside University * Chair, Ola Rifai, University of St Andrews Centre for Syrian Studies
Where: Club 601, Students Union
When: 15th October, 10.30pm – 2am
A night of music from across the Indian subcontinent, dance your heart out to Bollywood bangers and Punjabi beats at 601!
Where: McPherson Recital Room, Laidlaw Music Centre
14:30-16:30 Workshop featuring various different dance traditions, led by Theiya https://theiya.org/our-story/bios.html
18:00 Reception hosted by the India Society
19:00-21:30 Festival of Poetry, Music and Dance
The first South Asian Festival of Poetry, Music and Dance features music from flautist Diljeet Bhachu, Indian Classical dance from Theiya Arts, and poetry, dance and music from staff and students from many different South Asian cultural backgrounds. Join us in celebrating the rich cultures associated with the subcontinent.
Admission: FREE
Please note that numbers for the afternoon dance workshop are limited to 10 and should be booked in advance by emailing Dr Jane Pettegree: [email protected]
Where: Laidlaw Music Centre
When: Saturday 1 February (afternoon)
The Laidlaw Music Centre, in collaboration with the Chinese Hongpao Society, will be celebrating music, sounds and culture from East Asia. This is the 4th year of this event, and this year we celebrate the Snake.
Further information will be released later in the semester, but make sure you mark this in your diaries!
Community Reflections
Reclaiming narratives and building community
This year’s Black History Month theme is “Reclaiming Narratives” – an apt reminder of the invisibility of Global Majority histories. Implying our stories do not matter is to suggest that we do not either; conversely when we assert the importance of our stories, we do so to reassert our value. We have always been here, and we matter.
Except, depending on where the ‘here’ is, sometimes there are too few of us around. In the undoubtedly important and urgent task of fighting racism, it is sometimes easy to forget that a space does not have to be actively racist for some of us to feel isolated. It is hard to feel understood when no one around the table looks the way you do. When no one shares your life experiences, having to explain marginalisation is exhausting.
In my role as the Equality, Diversity and Inclusion lead at the Scottish Graduate School for Arts & Humanities, I have helped set up the first Scotland-wide Global Majority PhD Students’ Network – this has reminded me of the importance of building communities. It has been wonderful to get to know PhD students of colour from all over Scotland. If this network is relevant to you, and you would like to join, please email me[email protected]. If you know a colleague or a student who might benefit from joining, pass it on.
In the aftermath of the recent horrendous racist violence in parts of the UK, members of the network started checking in on each other. Because if you have lived a life under the shadow of racist violence, you know what it does to you. A simple email or a phone call to ask: ‘How are you doing?’ mattered, because it demonstrated a shared understanding that just because the violence is happening elsewhere, it does not mean that you are not affected.
So, this Black History Month, I am thinking again of reclaiming the narrative, not simply for its own sake, but in order to build communities of support and solace, so that we can feel a little less alone.
Anindya Raychaudhuri – Senior Lecturer (School of English) and EDI Lead (Scottish Graduate School)
Sparking Change
St Andrews has become a second home for me. I have made friends for life, and I have had the opportunity to self-create, spark change, lead and community build. This environment allows me a voice to advocate for people whose voices may have gone unheard. When I first arrived, I remember walking around the fresher’s fayre, trying to decide which societies I would be interested in joining; and I found the St Andrews African Caribbean Society.As a first-generation Senegalese woman, who was born and has lived in the UK all my life, I can admittedly say my identity is double-faceted.
Living in the UK, I made an active choice to study in St Andrews, when I had a chance to go back to my motherland of vibrant Senegal, with my food, my people and music. The part of me that is nurtured when I am back in Senegal can easily feel neglected when I am not in the environment. St Andrews, as my second home, has given and taught me things
Senegal may not have been able to, but I always look for spaces where I can feel at home, spaces where my culture is the core of the room, and spaces where the words of the people radiate liberation and solidarity.
At times, it feels like the weight of history presses against me, reminding me that certain spaces were not originally designed with me in mind. But with that weight comes a burning desire for change. I am here not just to absorb knowledge, but to transform this place. My presence at St Andrews is an act of resistance in itself, a reminder that the face of academia is evolving, and that diversity in all its forms is not just a buzzword, but a necessity for true intellectual and social progress. Every day I spend here is an opportunity to challenge the norms, to expand the horizons of those who may have never had to think deeply about race, identity, or inclusion.
Sparking change, for me, is about reimagining what St Andrews can be — not just for Black women, but for all marginalised groups. It’s about fostering an environment where no one feels like they have to leave parts of themselves at the door to succeed. It’s about ensuring that future generations of students, no matter their background, can walk through these ancient halls feeling fully seen, heard, and valued.
Zahra Gueye, IR and Management Student, and President of the Afro-Caribbean Society
Centuries of narratives to explore and incorporate
When I started this role at the University, I posed the question: how can we engage with alumni in ways that elevate their experiences and their culture, with language that rejects negative social norms and avoids imposing minoritisation? In asking that question of myself, and presenting it to as many people as possible, I hoped that others would begin to ask themselves that question too, perhaps additionally inserting ‘student’ or ‘my neighbour’ or ‘colleagues’ in place of the word ‘alumni’.
What I knew then, and which has been consolidated further over the last few years, is that while the question provides the impetus for positive change, additional individual resources are required to generate meaningful changes in the way we relate to each other; emotional, cognitive, moral and ethical commitment, social capital and time. These resources are not evenly distributed or necessarily supported by the collective.
When we are immersed in our own culture, especially if that culture is monocultural, there is a tendency to become oblivious to what culture actually is – how it is created, performed, maintained, and especially how it needs to be updated or evolved. For many people, it is only when they are removed from the safety of this collective that they begin to experience situational and relational challenges to the imago of the ego. It is at this point that the path of the personal gestalt journey is – and continues to be – influenced by the social norms of the collective. It is a choice to examine, disassemble, interrogate, learn/unlearn, integrate, and put into practice the experiences of living, also sometimes referred to as a form of “adulting.”
Image by Amrita Rahman
Reading this, you may be wondering what this has to do with Black History Month. One of the features of our identity that binds us together, as staff and students, is our shared relationship with the University. This month, many people will feel the intersection of their identity as members of the St Andrews community with their Black heritage on a personal level but in the spotlight of Black History Month. As we collectively celebrate this month, the wider community is presented with one of those situational and relational challenges to the imago.
Now I pose the question: why does the Black community need to emphasise and celebrate the theme of reclaiming narratives? I hope not only that others will begin to ask themselves that question, but also that we will continue the personal journey of learning/unlearning and integrating. As a result, we can continue to realise a shared narrative, demonstrated by the positive lived experiences of those at the intersection of Black heritage and St Andrews.
Many of the popular narratives about Black history are incomplete, lack nuance, and are rooted in racism and other forms of discrimination. With this in mind, I encourage you to read, listen to, or watch ‘Black and British’ by David Olusoga. It is not natural for humans to remain fixed in their attitudes and perceptions of the world and this read will present the imago with centuries of narratives to explore and incorporate.
Catherine Dunford, Alumni Relations and Black, Asian and Minority Ethnic Engagement Coordinator
Project Highlights
In this section, we primarily focus on projects which are funded through the EDI Project Fund.
The project “Your Story, Your Song” aimed to utilize music as a platform for advocating issues of equality, diversity, and inclusion (EDI). Drawing inspiration from the societal commentary of Bongo Flava, a form of Swahili hip-hop rap in East Africa, the project aimed to explore various music genres by bringing together participants from diverse backgrounds, cultures, and origins; to express their narratives and communicate about relevant issues through music, whilst fostering cultural heritage preservation.
As part of this project, four songs were created by participants, which you can listen to on Spotify.
The War Outlives Ft. Lear: explores the intergenerational impact of war. The lyrics dive into the consequences endured long after the conflict ends, touching on themes of sacrifice, loss, and resilience.
Where Do We Go? Ft. C: is a reflective song contemplating the purpose and direction of life. The lyrics encourage listeners to reflect on their choices and priorities, urging them to live authentically and embrace the present moment.
Shine Sweet Sun Ft. E: delivers a message about seeking personal growth and finding joy in life’s experiences. The lyrics express a desire for constant learning and optimism in life’s challenges.
Agustina Ft. Angel Dee: presents a heartfelt song rooted in themes of love and longing. The lyrics express regret for the abrupt departure and a wish for a prolonged stay, symbolizing admiration and affection towards Agustina.
This project was run by Claudia Lubao, also known as Chemical; a Tanzanian hip-hop musician and an artistic researcher currently undertaking a PhD in the School of Earth and Environmental Sciences, and funded by the EDI Project Fund.
South Asian cultures, beyond constituting diverse histories, languages, and forms of thought, also include rich contemporary, intellectual, community and literary practices. South Asian Stories engages with the geopolitical site of South Asia in multiple forms – text, visual art, audio-visual media, geography and spatiality. Through conversations with filmmakers, journalists, visual artists, and esteemed academics, the seminar series creates space for global conversation and collaboration. Each of these individuals are pioneers in their fields; from examining friendship in queer media, queerness and caste in journalism, to Muslim lives, and ecological realities (plant lives) in South Asia.
The South Asian Stories series includes lectures, documentary viewings, and workshops for students and staff at the University of St Andrews throughout 2024 and 2025. The first event was a special pre-release screening of the award-winning Land of My Dreams along with a moderated discussion with the director Nausheen Khan. The next event will held in mid-November with Dr Dhiren Borisa (who will be visiting St Andrews as a Global Fellow).
This project is being run by Q Manivannan, a writer and PhD student in the School of International Relations, and jointly funded by the EDI Project Fund and School of IR EDI Fund. You can follow the project on Instagram, or contact Q for further information.
Opportunities
A research workshop on health inequalities in diabetes that brought together researchers, healthcare professionals and people affected by diabetes and organised by Diabetes UK’s Diabetes Research Steering Groups (DRSGs) have identified inequalities in research practice and that the research community in the UK is not representative of the general population highlighting a lack of representation of researchers from Black ethnic groups. To address this inequality in diabetes research and to foster next generation of Black leaders in diabetes research we have launched two new funding schemes for students from Black backgrounds in the UK as a positive action initiative. This initiative aims to encourage a diverse postgraduate research community and help to develop a more inclusive pipeline for future academics and university leaders.
For more information, and to register your interest in either scheme, please visit the Diabetes UK website.
The University of Bristol have just launched the Bristol Futures Research Development Fellowship programme – a flagship, internally funded scheme aiming to equip talented researchers from groups currently under-represented across academia with the skills and experience required to become the academic leaders of the future. This career development programme will initially create opportunities for early career researchers of Black heritage to develop their research portfolio in the Faculty of Health and Life Sciences at the University of Bristol.
This PhD opportunity is open to Black students with an interest in cancer research. Attend the Insight Sessions on October 2nd or October 8th at 12:30 PM to learn more and apply for this fully funded 4-year PhD program at top UK institutions.
The University is inviting expressions of interest in joining Advance HE’s Diversifying Leadership programme for 2025.
The programme is aimed at academic and professional services staff from minority ethnic backgrounds who are taking their first steps into leadership roles. The programme is for staff working in a role at grade 6, 7 or 8.
Attendance fees for selected participants, as well as travel expenses in attending the two in-person sessions, will be met by the University EDI Team.
To apply:
Applicants should complete the application form (available in the ‘How to apply’ section on the programme webpage) stating why they would like to join the programme and how it will support them in their leadership journey. The applicant’s line manager must endorse their application. The deadline for applications is 5pm on 31st October 2024.
The programme will run from February to July 2025 in either Birmingham or Manchester and applicants should check the programme webpage to ensure they will be available on the selected cohort dates before submitting an application.
Expectations of programme participants:
Commit to managing their own workload in such a way as to allow them to fully participate in the programme
Commit to attending the four online modules and two in-person workshops delivered by Advance HE
Commit to completing all assigned pre-work and self-directed learning
Commit to engaging with their sponsor for the duration of the programme
An information session for prospective applicants is being held on Wednesday 23rd October, 1.00-1.30 pm via MS Teams. Details and the meeting link can be found on the event page.
It is important that the University ensures a safe environment for all staff and students, to allow everyone to flourish and realise their potential. The University has a zero-tolerance approach to any form of bullying, harassment, discrimination and sexual violence, and we would encourage anyone who encounters any unacceptable behaviour to report this through Report + Support.
Report + Support is an online tool available to anyone connected to the University who wants to disclose, either anonymously or with contact details, details of any form of bullying, harassment, discrimination or sexual violence. The platform also features specific information relating to themes such as; racism, discrimination and microaggressions. Information provided through Report + Support allows the University to identify trends and where further action may be required, with yearly Report + Support reports published on our website.
If you have any music, films, podcasts, books, or other culture-related recommendations which embody the Diversity Calendar theme for the months of October and November – Race and Ethnicity – please complete this form.
Please contact [email protected] if you would you like to share your own reflections on the theme of Race and Ethnicity Equality or have any feedback on the Diversity Calendar webpages.
The theme for December/January is Health and Wellbeing. If you would like to tell us about any helpful resources, materials or activities related to this theme, or would like to write a think piece, please also contact [email protected].
This year’s Black History Month theme is “Reclaiming Narratives” – an apt reminder of the invisibility of Global Majority histories. Implying our stories do not matter is to suggest that we do not either; conversely when we assert the importance of our stories, we do so to reassert our value. We have always been here, and we matter.
