Making admissions processes fair on Black students

Although some progress has been made in widening participation, inclusion and social change in higher education, evidence suggests that inequality of access to university for socio-economically disadvantaged students remains a major policy challenge. In recent years, the conversation around equality has gained significant traction. As the UK strives for inclusivity, universities must critically examine their admissions policies and practices to foster genuine equality. Levelling the playing field is not merely an idealistic aspiration; it is a necessity if higher education institutions are to reflect the diversity of the societies they serve.

The uneven landscape of university admissions

Although a claim by Ucas that there is “no evidence of bias within the admissions system” is broadly true at an aggregate level, a closer analysis of the data shows that there are substantial variations between institutions. Black students face multifaceted challenges during the admissions process. Research consistently highlights disparities in acceptance rates and a lack of representation in elite institutions. These inequities often arise from systemic factors, such as the reliance on traditional academic qualifications that may not fully reflect the potential of Black applicants.

Reimagining admissions criteria

Current admissions processes often overemphasise academic qualifications at the expense of other valuable skills and experiences. This narrow focus not only marginalises Black applicants but fails to recognise the broader competencies required for success in higher education and beyond. While academic achievement should remain an essential component, it must be evaluated alongside other indicators such as potential and resilience. Alternative criteria, such as contextual admissions, that consider an applicant’s socio-economic background and schooling context, offer a more equitable approach.

For example, applicants from disadvantaged backgrounds who achieve lower grades as a result of systemic barriers may possess qualities such as perseverance, adaptability and leadership skills that traditional metrics fail to capture. Vocational qualifications, non-traditional educational pathways and professional experiences should also carry weight in admissions decisions. By valuing a diverse range of qualifications and implementing holistic admissions frameworks that assess applicants’ life experiences, extracurricular achievements and personal statements, universities can attract a broader talent pool and create an academic environment enriched by varied perspectives and experiences. 

They can also move beyond traditional academic metrics to assess applicants’ potential more comprehensively. In practice, this could involve structured interviews, assessment centres or scenario-based evaluations that examine qualities such as resilience, leadership and problem-solving skills. 

Personal statements and references can be used to identify evidence of extracurricular achievements, community engagement or overcoming adversity. Additionally, contextual data, such as school performance, socio-economic background and access to academic resources, can provide valuable insights into an applicant’s achievements relative to their circumstances. Together, these approaches enable universities to build more inclusive admissions processes that recognise a wider range of talents and experiences.

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The role of targeted outreach programmes

Outreach programmes tailored to Black students are crucial in levelling the playing field. Many lack exposure to higher education opportunities, often because of a dearth of role models, limited guidance counselling and inadequate information about application processes. Universities can bridge this gap by proactively engaging with schools in underserved communities.

Programmes such as summer schools, mentorship schemes and university taster days can demystify the admissions process and inspire confidence among prospective students. For example, the University of Oxford’s Opportunity Oxford programme has demonstrated how tailored support can help students from under-represented groups transition successfully to higher education. Expanding such initiatives across the UK could provide Black students with the tools they need to compete on an equal footing.

Addressing implicit biases

While university admissions panels often strive for impartiality, unconscious perceptions about race and academic ability can subtly influence decision-making. To counter this, institutions must invest in regular anti-bias training for admissions staff and ensure that decision-making panels are diverse.

Moreover, anonymised applications, which remove identifiers such as name, ethnicity and school attended, could help reduce unconscious bias. Some universities have already begun experimenting with this approach, yielding promising results.

A call to action for universities

To create meaningful change, universities must go beyond incremental reforms and commit to systemic transformation. This includes setting measurable targets for Black student admissions, monitoring progress and holding themselves accountable for outcomes. Institutions should also establish partnerships with community organisations, local authorities and schools to tackle the root causes of educational inequality. A successful example of this approach is the Uni Connect programme, which brings together 29 universities, colleges and other local partners to offer activities, advice and information on the benefits and realities of higher education. The initiative has engaged more than 1.5 million young people from under-represented groups since its inception in 2017. It supports schools by running activities such as subject masterclasses, targeted academic support and summer schools. 

Importantly, change must extend beyond the admissions process. Supporting Black students throughout their university journey is critical to ensuring they thrive academically, socially and professionally. From financial aid schemes to mentorship programmes and culturally responsive curricula, universities must adopt a holistic approach to fostering Black student success.

The moral and strategic imperative

Promoting equity in admissions is not merely a matter of social justice; it is also a strategic imperative for universities. Diverse campuses drive innovation, enrich academic discourse and prepare students to navigate a multicultural world. Moreover, by addressing systemic barriers, universities can enhance their reputations, attract international talent and fulfil their missions as engines of social mobility.

Levelling the playing field in higher education admissions is a complex challenge, but it is not insurmountable. As higher education institutions, we must ask ourselves: are we truly committed to inclusivity, or are we merely paying lip service to the idea? The future of our society and the generations of talent waiting to be unlocked depend on our answer.

Patrice Seuwou is associate professor of learning and teaching, and director of the Centre for the Advancement of Racial Equality at the University of Northampton. 

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