Paul Ian Campbell

The first of our autumn event series is now open for registration!

'Race, Gender and Misogynoir Stereotypes within the Constructions of Digital Women Footballers​'

With Anika Leslie-Walker, @drpauliancampbell.bsky.social & @marcusjmaloney.bsky.social

www.eventbrite.co.uk...

Informative and inspiring keynote by @drpauliancampbell.bsky.social‬

#Sociology going beyond how/why things are, and exploring more what we should do about them, really resonates with my PhD (VCSE engagement with mental health research) and my own passion for improving accessibility

Paul Ian Campbell presenting

Paul Ian Campbell facilitating a workshop activity with academic colleagues

Delighted to host @drpauliancampbell.bsky.social at our Sport Science Teaching and Learning away day yesterday. His keynote and follow-up workshop activities provided us with much food for thought in what we can do to promote greater racial inclusivity in HE assessment

Some more excellent listening here, including contributions from @drpauliancampbell.bsky.social and others.

If you're interested in football, race, gender and video games, check out our new study, which illustrates how race and misogynoir stereotypes are manifest within the numerical constructions of digital women footballers within sports video games

www.tandfonline.com/doi/full/10....

Race and Assessment in HE: Webinar - 4 December 2024 On 4 December 2024, QAA hosted the launch of Dr Paul Ian Campbell’s new book 'Race and Assessment in HE: From Conceptualising Barriers to Making Measurable Change'. Building on the successful evaluation of the Racially Inclusive Practice in Assessment Guidance Intervention, part of a QAA-funded Collaborative Enhancement Project, led by the University of Leicester, the book explores how assessment practices can disproportionately affect students of colour and offers robust solutions for practitioners to address these disparities. Find out more about the Collaborative Enhancement Project here: https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/equality-diversity-and-inclusion/evaluation-radical-inclusive-practice-assessment-guidance-interventions-staff-students-experiences-of-assessment-in-he

Thanks #LTHEchat and everyone for your amazing and thoughful contributions.

Please see link to the 'Race and Assessment in Higher Education: From Conceptualising Barriers to Making Measurable Change' book launch with #QAA
m.youtube.com/watch?v=qSmA...

Sure. It's the Racially Inclusive Practice in Assessment Guidance intervention that I developed and trialled across three UK universities.

I meant Q5

Q4. The experience gap for international students in HE assessments are clearly complex and nuanced and extend beyond race - these uneven experiences also manifest within our viva process, too.

This is great work, Katherine. Let's connect and discuss more.

@drpauliancampbell.bsky.social's book Race and Assessment in Higher Education: From Conceptualising Barriers to Making Measurable Change is currently discounted 43% on Amazon #LTHEchat

Q4: What a great range of answers!

Q3: Many of the staff we spoke to said that they wanted to improve their practice, but often found that while much of the support provided was helpful in starting a conversation, there was little by way of clear guidance for improving practice. This was part of the inspiration for the RIPIAG.

Sorry to hear that, Kate.

Hi everyone, thanks for engaging. Your answers are great. I am trying to keep up, but am a slow typer 😞

So, if I don't get back to you, please feel free to DM afterwards to carryone the conversation. Thanks 🙏🏿

cultural resources outside of HE who succeed. These are usually students who are White and middle class

Thanks, Kate. This is interesting. In the book, we find that there is no inherent between an assessment type and any one group. But that students perform better in assessments where support is consistent and how to be successful is transparent. Otherwise, it's students who have access to...

Thanks for sharing your paper 🙏🏿

Q1: Really interesting answers. They show the multiplicity of factors that contribute to race based experience gaps in HE. They also show the need for a range of interventions, policy, & support designed to measurably address all of these barriers if we are to successfully eliminate them.

Closing the Race Award Gap: A New Approach to Inclusive Assessment in Higher Education Dr Paul Ian Campbell @drpauliancampbell.bsky.social The Race Award Gap There currently exists a difference in degree outcomes between domicile students of colour and their White peers across UK Hig…

Join us Wednesday 8pm GMT for #LTHEchat with guest Dr Paul Ian Campbell @drpauliancampbell.bsky.social to talk about Closing the Race Award Gap: A New Approach to Inclusive Assessment in Higher Education  lthechat.com/2025/01/27/c...

Thanks, mate. It's great to see so many good people here already. ❤️

7/7 It finishes with a Policy Briefs Chapter in the Appendix. This is a concise summary of the key takeaway points of the book and is for policy makers, who might not have time to read the book in full.

6/7 It makes the case for new lenses of enquiry that enable us to move beyond seeing HE as a racially paradoxical space but as 1 characterized by the simultaneous co-existence of processes of racial exclusion and inclusion.

5/7 The afterword reflects on my 12 years as a Black academic. Here, I use my experiences as a race and inclusion leader as an in-road into a larger conversation about the seemingly paradoxical Black experience in HE (one defined by both inclusion and exclusion)

4/7 The 2nd half of the book provides substantiated answers for what practitioners can do 2mitigate these exclusions and the impact these changes have on the race award gap, students of colour’s general experiences of assess' and 4reducing assessment related anxieties for all students.

3/7 To achieve this, the first half of the book documents the assessment experience stories of Black, South Asian and White domicile undergraduates, to sketch out and conceptualise the barriers that many undergraduate students of colour face in HE assessment and related practice.

2/7 Its has two aims:

1: To make sense of how assessment practice works unevenly for students of colour, and 2: To provide theoretically and empirically robust solutions for what practitioners can do to measurably address these in their practice.

1/7 My latest book is out. Drop me a message if you'd like a 20% off voucher (£24 bargain for x mas 😉)
It is essential reading for anyone interested in the relationship between assessment and race in HE, and what we can do make HE assessment more inclusive and equitable.