The 100 Voices Campaign 2:
Black and Minority Ethnic
Students of Oxford Speak Out
Campaign for Racial Awareness and Equality
Oxford University Student Union
March 2014
Table of Contents
I. Introduction
II. Methodology
III. Themes Identified
A) A lack of diversity in the student community
B) A curriculum that fails to capture the diversity of
non-Western thought, people, and culture
C) A pervading culture that struggles to welcome
differences in race and ethnicity
D) A sense of social isolation among BME students
IV. Conclusion/Recommendations
V. Appendix 1- 100 Voices Interview
Protocol
VI. Appendix 2- Race Survey Questions
I.
Introduction:
The OUSU Campaign for Racial Awareness and Equality (CRAE) is the only group
at the University of Oxford dedicated to creating a more just and inclusive student
experience through action and engagement with racial diversity and difference.
The 100 Voices campaign began with a report published in 2012. This report is a
piece of qualitative research consisting of 50 interviews of current students or recent
alumni who identified as black or minority ethnic (BME), including Black African
(24%), Chinese (13%) and British Asian (13%) identities. These interviews were
conducted by OUSU’s Campaign for Racial Awareness and Equality (CRAE) in the
2010/11 academic year.
The report highlighted that, despite the fact that BME students can and do thrive in
the stimulating environment of Oxford, many experience significant racism on a
structural and interpersonal level during their time here.
The report recommended that the Collegiate University should lead in making a
cultural shift to ensure that Oxford University is an attractive and supportive
environment for BME students.
Despite this, concerns remain amongst both BME students and members of CRAE,
that racism and other forms of discrimination still significantly affect the experiences
of BME students at Oxford.
In light of this, CRAE decided to continue the 100 Voices Campaign with a second,
updated report in 2014. This report is a bigger study of BME experience of Oxford
that draws from more BME students, goes into greater depth, and covers more areas
of interest. The Methodology section of this report goes into more detail on this.
II.
Methodology:
This report incorporates quotes from the 2014 100 Voices project, supplemented by
quotes from a 2014 University-wide student survey. The 2014 100 Voices project is
comprised of quotes from individual interviews with BME students, extracts from the
University-wide student survey on race and ethnicity, and some preliminary analysis
of the data from this survey. This report contains the voices of Oxford students of a
variety of races and ethnicities, and their experiences of racism and discrimination at
the University.
The participants for the 2014 100 Voices project were recruited through CRAE and
the African and Caribbean Society. The themes identified in the 2012 100 Voices
project were used to shape the questions asked in the interviews that took place in
2014. The quotes contained in this report are solely from the 2014 interviews, to
ensure relevancy. In total, the 100 Voices project interviewed around 70 Oxford
students.
The 2014 Race Survey was created by the co-chairs of the CRAE and was distributed
through a number of means to the entire student body via all Junior and Middle
Common Room newsletters, the University-wide OUSU email, numerous student
societies, and through Facebook. A copy of this survey can be found in the Appendix
to this report. Although we acknowledge that survey respondents can be selfselecting, the impressively high level of feedback that this survey received shows a
willingness and interest in the student body to discuss race and ethnicity.
The survey had 528 respondents; 57.6% of these identified as white, and 26.3%
identified as BME. The respondents also included a mixture of UK nationals (72%),
internationals (15%) and dual citizens (3%). Of those who reported their gender, 63%
reported female, 36.4% male, and 0.4% other. 73% of those who responded were
undergraduates, while 25% were postgraduate and 2% were visiting students.
The report that follows is a compilation of student responses from the 2014 100
Voices project as well as the 2014 Race Survey. While we provide some context, we
believe that these responses speak for themselves and are the voices of the individuals
who provided them. Individual responses are marked in quotes.
III. Themes Identified:
A)
A lack of diversity in the student community
Because of both the small intake of BME students to Oxford
each year and the small size of collegiate communities, BME
students experience a constant and acute sense of being some of
the only non-white people in many Oxford environments.
According to our survey, 76% of respondents said that they did
not feel that there was an adequate level of diversity in Oxford’s
student body, although many cited structural inequality in the
English educational system as the cause of this. According to
our survey, 59.3% of BME reported that they had felt
uncomfortable or unwelcome on account of their race or
ethnicity at Oxford—put in perspective, that is 21% of our total
respondents. Moreover, this is a problem before students even
apply: 41% of BME respondents reported that they had
expected race to affect their experience of the Oxford
admissions process.
“I think that a lot of people think that race is one of those things that has just been
overplayed and overdone and all that kind of thing, but the fact that kids in year 11
and year 12 aren’t considering coming purely because they feel like they won’t fit in
because of their ethnic background or whatever is just…is just stupid, is just silly and
it’s just detrimental not only to themselves who are so capable, and they can use all
these fantastic resources, but to the university as well, who lose out on brilliant minds
for no good reason.”
“It was noticeable that, like, I wasn’t the only black person in my college. However,
had I gone to a college like Merton I’d have felt really bad, and really awkward
having been like the only black person there in like 5 years or something like that. I
think statistics like that are disgusting almost.”
“It is because of this that I answered yes to feeling uncomfortable around someone on
account of their race. I have found myself surprised upon seeing someone who was
black. This was a deeply unsettling feeling as it demonstrated to me just how much I
hadn't questioned the disproportionate white majority in Oxford. It is an issue that
needs far more discussion than it is currently afforded.”
“I was told of an incident during the college photoshoot where, upon seeing the two
students he was going to be photographed with, a tutor responded 'ah excellent, a
woman and an ethnic'.”
“There is no denying that Oxford is just so white. And broadly politically
conservative. This environment allows racists to be comfortable. Other than calling
racists out when you can, and supporting and encouraging black (especially) and other
non-white applicants, what can you do? When I have brought black applications to
Oxford as part of my college's outreach, they were shocked by the whiteness of the
city and the university. It deterred them. They played the "count the black people"
game and came up with a total of eight people in the whole day.”
“I’d like to see a more race conscious admissions process. There’s only so much that
can be done by throwing the responsibility back to schools. I don’t think affirmative
action is the way forward, but in order to reverse institutional oppression it has to take
something from the institution itself.”
“I was excited about meeting people from other cultures at oxford, and hoped that
other cultures would be excited about meeting me. But what I found was hegemony
and the dominant culture here was something I could never have prepared myself
for.”
“I think I’ve successfully made myself fit in [to Oxford] and, in that process, I’ve
actually lost myself.”
“Although I am white, I want to see a more equal representation and equal
opportunities for ALL ethnic groups here at Oxford. Racism isn't just about those who
are discriminated against: it is the responsibility of those who benefit from white
privilege to redress those inequalities.”
“There’s a greater visibility for feminism and LGBT campaigns due to the scale of
their student backing here. A lot of colleges have a feminism society, which is great
but isn’t something we see for race. My college has a LGBT JCR rep but we don’t
have a BME or race rep.”
B)
A curriculum that fails to capture the diversity of non-Western
thought, people, and culture
Students feel like their subjects at Oxford only reflect a small
subsection of the ideas, accomplishments, and history of the
world; they say that curricula focus largely on very white or
Eurocentric perspectives and contributions. In total, 71.1% of
BME respondents (and 48.8% of white respondents) said that
there was not an adequate level of diversity in Oxford’s
teaching staff.
“I was in a seminar on African colonial history, and it was given by a black lady
which was like a massive, massive deal…because there’s one ethnic minority person
in my department I think, like, I’ve literally not seen anyone else in 3 years there.”
“I think Oxford and the Geography department at Oxford should be much more
reflective of the society it looks at than it is.”
“It reinforces: they don’t have black people or ethnic minorities in their department,
and they’re only interested in certain parts of history or whatever, and they’ll teach
those parts.”
“Most of my issues with race revolve around my subject. My degree is almost
exclusively white, and I know it has been a problem for black or Indian friends.
Although there is a lot of scholarship on the topic of race in the classical world and in
classical studies, it is often not on reading lists and not discussed. Race issues are so
prominent in the ancient world, yet in my Oxford experience have been largely swept
under the carpet, and I would say that this problem is increasing.”
“Furthermore, the real problem is that, whilst I have enjoyed my degree, it is only in
my special topic that I have been able to study race-related issues. The English
Literature undergraduate degree is mainly the study of white male authors, suggesting
that they were the only ones writing at their time, which is untrue. This furthers racist
attitudes by dismissing African-American literature. If I can find the relevance in
studying Dickens, which I thoroughly enjoyed, so can my classmates find the
relevance in reading Phyllis Wheatley or Harriet Ann Jacobs.”
“I studied history, and did a module on the history of colonialism in which all the
tutors, and all my fellow students were white, and no one ever raised that as an issue,
despite the fact that we were pretty much looking at the history of racism in our
seminars! It was as if everyone was determined to see racism as a thing of the past,
rather than think about the consequences of past racism in the present.”
“It’s not just that the institutional space at oxford don’t exist, but that it (the
institution) is often reaffirming of white or racist supremacy feelings. For instance,
the African studies library is based in the Caesar Rhodes house. Caesar Rhodes was a
great colonialist after whom northern and southern Rhodesia was named. He got rich
of the labours of southern African mine workers under the colonial regimes that he
helped to house. We have a whole building off of South parks road that is essentially
an homage to Caesar Rhodes…when I go there, I feel very uncomfortable and under
ideological assault, as though I’m made to feel like this guy did something good or
deserves to be honoured with his own entire building. If you’re studying African
history or African studies, you have to go there for your books. Every day. I’m glad
that I’m not in that environment and don’t have to go to that space every day. To me,
that shows a really glaring example that, at Oxford, there are institutional structures
that perpetuate racial inequality and oppressive historical figures.”
“The lack of culture and diversity here has been a real hindrance to my own identity.
The curriculum hasn’t been sensitive to my developing intellectual needs…With
hindsight, I would have thrived a lot better in a system where I could take classes in
things that I become interested in as I go along. In that sense, I feel a little bit
suffocated by my degree here.”
“It’s a race thing as well. Because like you go into a room and you just see this room
sat with like white, middle-class professors and it’s like, these people won’t like me,
these people won’t understand me, these people don’t…I couldn’t even share a joke
with some of the people that lecture me because we have nothing in common…and
like that just creates an artificial barrier that doesn’t have to be there but one that, you
know it’s like a glass ceiling, it’s one that has to be broken in order to strike up nice
conversation. And yeah I think that is a race issue.”
“It means that BME students are made to feel inferior and our identities are
subsumed, almost as if to say there are no academics from other backgrounds that
haven’t made huge developments in their field. It’s said implicitly in the curriculum
we study. After a while we begin to accept these things as being natural when we
shouldn’t… you accept the idea that Europeans and Eurocentric voices are the most
authoritative and legitimate!”
C)
A pervading culture that struggles to welcome differences in
race and ethnicity
BME students experience prejudice and feelings of “otherness”
in an environment that has normalized racial prejudice and
racism. 50.9% of BME respondents said that they had felt a
racial joke or comment around them had crossed an
unacceptable line, as opposed to 39.5% of white respondents.
Sometimes such comments are quite direct; other times, they are
much more subtle, latent, or even unconscious.
Feelings of alienation from prejudice are also strongly
dependent on what support and disciplinary structures BME
students feel are in place:
• Only 28.9% of BME students said they knew somewhere
where they would feel comfortable reporting a racially
charged incident, as opposed to 50.8% of white students.
• Only 20% of students (12.8% of BME respondents and
23.1% of white respondents) reported that they would feel
comfortable discussing an issue of race with their
college’s administration.
• Only 9.7% of total respondents reported that they had ever
heard a member of their college’s administration address
the issue of race in an official capacity.
“I try to act more intelligent because I don’t want to give the impression that I am
stupid just because of my colour.”
“So he was introducing me to his friends…and then his friend was like ‘Ahh, I’m just
gonna call you Leicester because [redacted] is too hard to pronounce’.”
“For the most part, political correctness ensures people do not use racial slurs to the
faces of those whom they are attacking. Having said this, some people have used the
word 'nigger' in my presence, not to call me a 'nigger' but to see how I would react.
And, indeed, on occasion racial slurs slip out when drunk, for then the barriers are
down. (One friend, for example, has been called a 'fucking packie' and a 'fucking arab'
by fellow students in Oxford by night.) But, usually, the racism is articulated in
conversation, through puns, by means of jokes which are claimed to be 'harmless'
because they are said 'in jest'. When interacting with me, others often use racially
stereotyped jokes which fail to correspond with me as an individual but apply, to their
minds, to the general conglomeration of black people.”
“Last year, a pair of students blacked up for a bop, apparently completely unaware
that this offensive.”
“One of the things I find very unhelpful is a culture of making racist jokes or
comments which, because they are considered amusing or ironic, are tolerated. This
can make an ethnic minority feel extremely uncomfortable and out of place with no
real way to win - if you voice your discomfort, you are accused of not having a sense
of humour, being over-sensitive or accusing somebody unjustly of being racist. If you
don't say anything, you are complicit in a culture which is both uncomfortable for you
personally, and discouraging for other ethnic minorities and potential students.”
“Within a week at Oxford in my first year, I had already been told by one of my peers
he 'did not like black people because it was the way I [he] was brought up.' Over the
course of my degree, many other people have justified their racism with the excuse
either that their families say far worse things behind closed doors or that growing up
they were unexposed to people of other ethnicities. Sometimes both excuses were
used at once, as though together they were enough to excuse the person's casual
racism.”
“It has been very difficult to explain to others why I do not identify myself as British.
It is problematic for others to understand that even though I have gained access to the
most elite and privileged institution in the UK that I have also suffered much personal
difficulty not only because of my race but also my class.”
“I feel like sometimes porters are especially distrustful and cautious when they see a
black face. In one incident in particular, I showed my bod card as requested but the
porter insisted on me handing it in and then collecting it when I left the college. I had
never heard of porter's doing this before and no one I know has been asked to do the
same.”
“I’ve never brought my culture into college in a serious way that hasn’t been mocked.
In order to feel popular and adapt [as a black student], I think I have to bring as little
of ‘that [culturally ‘other’] side of myself’ as possible…When I want to talk about
race or ethnicity, I know that college isn’t the place to discuss it. There’s the college
me and then there’s the OUSU/CRAE me that my friends in college only know of
vaguely. I become a different person.”
“In my college I’m known as the (black) guy that always wears a suit. It’s funny
because one of my best friends in college, a white guy, always wears tracksuits.
People always ask jokingly, ‘shouldn’t you be switched around?’. It was all in jest but
you know there are underlying expectations implicated by these statements.”
“I was on my way to my way to an ACS (African and Caribbean Society) poetry
event and my neighbour came out to ask me ‘is it going to be actual poetry? Or are
you guys going to be rapping?’ I asked him why he thought it would be rapping and
whether it was because it was an ACS event. He blushed and backtracked and
apologised.”
“I can understand why certain groups try to stick together…it’s for support. You can
get involved in a system where everyone is similar to you, they understand your
culture and speak the same languages as you.”
“My foreign accent seems a constant source of amusement to some fellow members
of my college common room. I don't believe this is meant in a mean way and I can
laugh about my accent myself but the constant reminder goes well beyond the point
where it is funny (to me).”
D)
A sense of social isolation among BME students
BME students often say that they feel like they struggle with
issues of race and racism by themselves, with very few or no one
else in their communities (college, department, or
administration) to turn to for help. 57.75% of BME respondents
reported that they believed that racism is a problem at Oxford,
as compared to 38.5% of white respondents. 81.2% of BME
respondents reported that they did not feel that race and
ethnicity were adequately discussed at Oxford, as compared to
69.7% of white respondents. Only 42.5% of BME students
replied that there were enough, if any, safe spaces in Oxford to
discuss race, as opposed to 64.3% of white respondents.
“Even though I’m sure it [specific welfare provisions for BME students] would come
from a good place, there is that problem again that if they don’t come from the same
backgrounds as us, as anyone who had a problem, it would be…not that their ideas or
thoughts wouldn’t be as legitimate, but that they wouldn’t have that kind of, just
innate I guess awareness. It’s not something you can learn easily about being a
minority, like an immigrant in this country”
“I guess the student body…maybe OUSU, CRAE and stuff. But let’s say it’s a tutor
or something, or like a lecturer. I’d definitely be more like ‘I don’t know what to
do’”...“if there’s like a conflict of interests, it can actually put you in a very difficult
position with regards to your degree just because of that, how much influence your
tutor has.”
“I think there is more recognition for people of one particular background, or a
mixture of two, than those of us who have two mixed race parents. The problem for
people, like me, who have to go back three generations to find an ancestor who
identifies with one specific country and culture, is that you can end up affiliated to no
particular group - and so neither recognised, nor supported by any measures in place
to prevent racism.”
“I feel that racial minority groups are marginalised. This feeling is relieved by
membership of societies (e.g. those of a specific country or region) that bring together
people of these groups, but I also feel that these societies could do more to integrate
themselves with the white community.”
“I wouldn’t feel comfortable going to my tutors to talk about race-related incidents
…it’s not their job. I have on two accounts, but that was out of desperation more than
anything else.”
“The university would treat race related incidents seriously and deal with it to make a
stand – I just don’t get the sense that it would do this proactively. They’re not
encouraging a dialogue about it [race] which, in turn, doesn’t encourage people to feel
comfortable about coming forward about it unless its desperate.”
“Depression is sadly common at Oxford. The more I’ve thought about my own
depression, I think it’s been largely to do with my race and racial identity. I feel a lack
of support and definite isolation here about my race, and that carries a burden. The
more involved you get in activism, the more you become aware of the impediments
and obstacles brought up by people and institutions. It’s wrong to think of the two as
separate. My concerns about being a mixed-race student within a predominantly white
institution are valid. It’s difficult because, often, it’s hard to find validation for things
to do with race – people don’t think they’re real or assume that you’re being overlysensitive.”
“I think that fact that the college system potentially isolates people of color doesn't
help either. It's hard to speak up about something being racist when you may be the
only person of color in that JCR meeting.”
“The friends I’ve made outside of college are more similar to me (than friends made
within college). If Oxford was a campus university, my friendship group would look
very different. The college system fosters an ‘us’ and ‘them’ mentality. It’s like
football teams. My college is my football team and I affiliate with my college…When
you have a lot of friends outside of college, you’re almost seen as a traitor in some
sense. I think that’s a nasty aspect to the collegiate system.”
“If I was to have a racial allegation against my tutor, what would happen for those
tutorials while there’s an investigation? And does that mean I have to go to someone
who’s not a specialist because of that? And therefore put my education in jeopardy
because of it? If anything there’s too much of a close relationship for that to be
properly addressed.”
“There are very few institutional spaces in Oxford where you can have a regular black
gathering that is supported and funded and has its own infrastructure of history.”
“I don’t know of anywhere I could go to in order to report race-related incidents. I’d
have to talk to my friends in the ACS who had experienced similar things and see
how they dealt with it. I guess I could talk to my tutors but that isn’t their job really.”
“I identify as mixed race. At Oxford, I am frequently called black, which I find very
upsetting. I feel that by being called black, a person is saying that it doesn't matter
exactly what I am, but I am not white. I know that this is not deliberate or malicious,
but it is sad to feel as if my race instantly distinguishes me from everyone around me.
I specialise in American history and politics, so racial equality frequently comes up in
my academic work. I have felt on occasion that people think I like this subject area
because of my race, rather than recognising that it should be an important issue to all
students studying this area. No one at Oxford has ever made a direct racist comment
to me, but sometimes I feel that there is an underlying awareness that my race makes
me different to the vast majority of students here.”
IV. Conclusion/Recommendations:
The quotes provided above highlight areas of shortcomings within the University, as
felt by both BME and non-BME students. In the section below, we have provided
some suggestions of how these might be addressed by the University, the Student
Union, and other relevant groups in order to improve future BME student
experiences. Many of these recommendations have been drawn from the 100 voices
and survey respondents themselves.
Increased numbers of BME students
The key contributing factor to experiences of racism at Oxford is the lack of
significant BME representation. This contributes not only to BME applicants not
believing that they can ‘fit in’ in this community, but also to the social isolation of
some current BME students, the pervading ignorance of many, and the latent racist
comments and actions that are ‘normalised’ here at Oxford.
It is recognised, however, that merely increasing the number of BME students to fill a
quota is not sufficient. Instead, Oxford should proactively guarantee that it is truly
representative by also providing adequate support for these students whilst at Oxford,
therefore ensuring their integration and wellness.
Developing tutor training
In some cases, students have felt that, when approached, their tutors’ dealing of their
situations were unsatisfactory. However, this report highlights many more students
who do not even feel comfortable approaching their tutors with these concerns.
One possible solution to this would be the development of a staff training programme
on diversity sensitivity, in order that tutors and other relevant staff members are better
equipped to understand the different forms racism can take. This may, in turn,
increase the likelihood of students approaching their tutors when they need support, as
they would feel more comfortable doing so.
Broadening curriculum diversity
As a leading educational institution, it is unsurprising that an Oxford student’s
experience at University is inseparable from their academic experience. Yet some
BME students do not feel that their own cultural background and identity is reflected
in the curricula that they study. It is felt that the courses at Oxford reflect a
‘Eurocentralism’, and in some cases, even a ‘white supremacist’ viewpoint.
Students feel strongly that as a leading educator, the University of Oxford should,
across all Departments, teach syllabi that are truly reflective of the intellectual
contributions of academics, past and present, from all over the world. Thus, a
broadening of curricula across Oxford would serve both to include those students that
currently feel excluded by the materials that they are taught, and to expand the
horizons of all Oxford students.
Greater staff diversity
One of the issues identified by BME students at Oxford is the lack of diversity among
staff. Some BME students do not find themselves with role models with whom they
identify. Students felt that the staff make-up in certain faculties should be more
reflective of the society at which it looks and studies.
It is also worth noting here that, though particular faculties are mentioned in this
report, these are a sample of the responses received in both the survey and the
interviews conducted by CRAE. In reality, this is a pervasive problem that spans all
Departments and Divisions.
Acknowledgment of ‘nuances’ within race
Any actions that are taken regarding race at Oxford must see race and ethnicity as a
nuanced issue, particularly when considering what we mean by ‘race’, ‘diversity’, and
what an ‘integrated’ atmosphere looks like.
This report highlights, in particular, that race is not the entire picture. Class, language
and culture all contribute to whether or not one feels ‘integrated’ into the Oxford
community. Additionally, what is striking are the recorded experiences of those who
identify as having two or more heritages, and how this has contributed to them not
fitting in to a particular ‘race’ and therefore not fitting in at Oxford.
Specific BME welfare
BME students can face a particular set of issues not shared by white students.
Therefore, it is important to look into and provide specific welfare provision for these
students. Addressing this issue will require a collaborative approach, with efforts
being made by both the staff and student populations.
Suggestions of specific BME welfare provisions include a dedicated BME peer
support scheme, in addition to dedicated elected BME representatives in each
Common Room. Colleges should explore the option of creating a BME Officer/Race
Fellow that students can go to over issues of race and/or ethnicity. A proactive
approach to this subject would also involve Freshers’ Week education, and an
increase in events to raise multi-cultural awareness, and celebrate cultural identities.
Advertisement and support of ‘Safe Spaces’
An encouraging aspect of the findings of this report is the positive experiences of
those who are a part of cultural/national societies or campaigns. This appears to
replace the ‘sense of belonging’ that some BME students do not otherwise feel while
at Oxford. These spaces appear to provide not only a setting in which BME students
may truly feel at ease but also one to which they are able to go when they do not
know where else to turn.
Despite this, not all students know of the existence of these societies and campaigns.
Additionally, their situations (volunteer-led, financially constrained etc.) mean that
their future is not always certain, and their ability to reach out to students is limited.
Increased advertisement and further support of these ‘Safe Spaces’ by both the
Student Union and the University would ensure that they remain a place of comfort
and support for BME students.
A cultural shift at Oxford
Racism needs to be seen as a problem that is everyone’s concern, not just that of the
BME students here at Oxford. In order to achieve this, the culture of the institution
must be shifted to create supportive spaces for students to speak out about their
experiences without feeling belittled or brushed off.
Race is a concern not only to BME students, but also to students from a variety of
backgrounds. Though this report focused largely on the experiences of BME students
at Oxford, it captured voices from students across the University from a variety of
backgrounds and heritages. Its findings highlight a growing sense of conviction that
this is an issue that needs to be addressed by a multitude of voices. We believe that
the University should take a strong stance in addressing the issues discussed above to
send a clear message that every member of the Oxford community is equally valued.
Such commitment to action would constitute one of the most important factors in
creating this vital cultural shift.
Appendix 1. 2014 100 Voices Interview Protocol. Consent Paragraph
"This interview will inform the work CRAE does here at the University. We are looking at
how students think about their race and ethnicity at Oxford and how they think their race and
ethnicity plays a part in their time here. The interview will also try to get a sense of you
personally, so we'll want to know a bit about you before you got to Oxford, like where you've
grown up and the other kinds of schools you've been to. If you agree to an interview, you are
in charge: say as much or little as you want and skip whatever you don’t like. We’ll use
interviews to write a report and build a data base. Our larger aim is to improve the
experiences of BME students at Oxford. We will use all interviews anonymously. In writing
up, we’ll change your name and others you mention. Also, if a place, event or job reveals
someone’s identity, we’ll change those details.
So - can I get your permission to use your interview, which will be entirely anonymous, to
inform CRAE materials and to help spark conversations with our Race Summit, which will
organize together University officials and students on the topics of race and ethnicity? Can we
have your permission to use your interview, again - anonymously, for future CRAE works?”
Interview Questions
Introduce yourself and briefly outline the aims of the interview and the 100 Voices
project in general.
1. Introductory questions:
• Hometown
• Secondary school (and type of school attended i.e. state, private, boarding)
• Subject and year
• How would you identify in terms of gender?
• How would you identify in terms of race/ethnicity?
2.
•
General, overarching opening question:
Given how you identify racially/ethnically, can you tell me what it’s been like to
have that identity at Oxford?
3.
Where would you say your social life was centred? e.g. college, department,
society
• How would you describe your main friendship group/closest friends? Are they
also BME?
• Are your friends at Oxford different from your friends at home?
• How much a part of your college do you feel?
• Does the college system hinder or facilitate integration for BME students, in your
opinion?
• Given the small numbers of BME students at most colleges, do you feel that the
college system provides you with an adequate space to express yourself
culturally?
• How aware do you feel of your racial/ethnic/cultural identity while at Oxford as
compared, say, to while at home?
4.
Are you a member of a cultural society? (e.g. African & Caribbean Society,
Indian Society, Chinese Society etc.) What role does this group play in your Oxford
life?
• To what extent is your ‘society life’ separate from your ‘college life’?
5.
•
If any issues regarding race arose, where would you go for support?
What university/college/departmental provisions do you know of for dealing with
this sort of incident?
Appendix 2. CRAE student Race Survey Questions 1. Year, subject, college, gender, ethnic identification, nationality
a. Do you give us permission to use your answers in non-multiple choice
questions in our report to the University? Your name will be changed to
protect your privacy.
2. Overall impressions and admissions
a. Do you think that racism exists at Oxford?
b. Do you feel that race and ethnicity are adequately discussed at Oxford?
c. Have you ever felt unwelcome or uncomfortable on account of your race
or ethnicity at Oxford?
d. Have you ever felt like you didn’t know how to act around someone else
on account of their race or ethnicity at Oxford?
e. Do you feel that there is an adequate level of diversity in the student body
at Oxford?
f. Before applying to Oxford, did you think that racism would be a problem
here?
i. Did you feel that your race or ethnicity would have an impact on
your experience of the admissions process?
3. Normalization of racism
a. Have you ever felt that a racial joke or comment in your present has
crossed a line that would be considered unacceptable?
i. If so, can you describe an incident?
b. Do you know of any place where you would feel comfortable reporting a
racially-charged incident?
i. Do you feel that raising a complaint or reporting a racially-charged
incident would result in adequate disciplinary measures against the
perpetrators?
c. Do you feel that there are enough, if any, safe spaces at Oxford to discuss
race?
i. If so, can you tell us what they are?
4. Welfare
a. Have you ever heard someone in your college’s administration address the
issue of race in an official capacity?
b. Has a member of your college’s welfare and peer support team addressed
the issue of race in an official capacity?
c. Would you feel comfortable speaking to a welfare or peer support officer
at your college about an issue concerning race and ethnicity?
d. Would you feel comfortable speaking to a member of your college’s
administration about an issue concerning race or ethnicity?
5. Curriculum
a. Do you feel that there is an adequate level of racial and ethnic diversity in
formal curriculum in authors taught and assigned on reading lists?
b. Do you feel that there is an adequate level of diversity in Oxford’s
teaching staff?
6. 100 Voices:
a. Any other comments you’d like to add on the state of race and ethnicity at
Oxford?
b. Would you be interested in being interviewed further about race at
Oxford? If so, please provide an email address where we can reach you in
the next three weeks.