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There is a lot of focus on creating spaces for students. You mentioned you weren't a fan of this, do you mind expanding?

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How can intersectionality be addressed better? Big question, I know?

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In terms of looking at intersectionality, I’m wondering if using qualitative data (more than quantitative data), would be more helpful there since the numbers could end up quite small if we’re looking at various intersections?

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Great to hear you talk about the over reliance on quantitate data Fatmata and how it can miss out the bigger picture of need and barriers.

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Is there any way that we could make tackling institutional and structural racism a more integrated part of our work with ethnic minority students? I am involved in this heavily in addition to my job, but I often hit a lot of roadblocks and struggle to get senior leaders to take institutional racism seriously.

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Do you think it helps or hinders current students being aware of the attainment/awarding gap - particularly black students

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How far down does the data drill into ethnic background when it is captured? Whilst it is displayed at a higher level of abstraction, e.g. Asian, when captured does it go down to country-level background, e.g. British Asian of Pakistani origin etc.?

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How far down does the data drill into ethnic background when it is captured? Whilst it is displayed at a higher level of abstraction, e.g. Asian, when captured does it go down to country-level background, e.g. British Asian of Pakistani origin etc.?

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How can we get there where it is considered more efficient to aggregate students' characteristics in order to get at the big picture position?

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I’d be keen to hear people’s experience with the OfS Association Between Characteristics (ABCS). It acknowledges intersecting identities, including more granular ethnicity breakdowns, but we are struggling with practical application of this dataset. 

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I’d be keen to hear people’s experience with the OfS Association Between Characteristics (ABCS). It acknowledges intersecting identities, including more granular ethnicity breakdowns, but we are struggling with practical application of this dataset. 

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Do you have any tips on opening and managing conversations with colleagues who are well-informed of the data but who sometimes have negative assumptions (i.e. the glass ceiling) because of these.

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Is creating spaces for underserved students just a tickbox activity? Is it well meaning but misplaced?

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We had an discussion within my institution at an EDI forum, and some people were not familiar with intersectionality at all. So maybe there's more work to do for us to get everyone on the same page...

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To what extent can the Office for Students (OfS) requirements meaningfully evaluate efforts to decolonise HE?

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I feel this overreliance on 'belonging; risks positioning the onus on students to feel included, rather than on institutions to actually initiate meaningful structural change.

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I feel this overreliance on 'belonging; risks positioning the onus on students to feel included, rather than on institutions to actually initiate meaningful structural change.