Unit 2 – Inclusive Practices

Blog Post 2 – Religion

Religion in Britain: Challenges for Higher Education:
In their paper, Religion in Britain: Challenges for Higher Education, Modood and Calhoun discuss the challenges that religion poses for higher education in Britain. They argue that universities need to be more sensitive to the religious needs of their students, and that they need to do more to challenge religious discrimination.

While religion and belief has been one of nine protected characteristics in the Equality Act 2010 for over a decade, there has been little research into the impact of this on students since then. This is a significant gap in our knowledge, as it means that we do not fully understand how the Equality Act is protecting students from discrimination and harassment on the basis of their religion or belief.

I learned two things from the paper. First, I learned that religion is a complex and multifaceted issue, and that it can be difficult to address in a way that is fair and inclusive. Second, I learned that despite universities having a responsibility to create a welcoming and supportive environment for all students, regardless of their religious beliefs, this can sometimes be pushed to the backburner with other factors, such as disabilities given more importance.

From a personal perspective religion has never been a conversation our team or anyone has ever had which is supering as we are in a student facing role. I found this realisation surprising and so I researched further for statistics, as a marketer that is what makes things clearer.

Research conducted by the HESA found 50.2% of all students reported having a religion or belief. The majority of whom identified as Christian (65.5%), followed by Muslim students (17.8%).

However the research further determined substantial differences in degree attainment by students’ religion or belief. Overall, 76.3% of students received a first or 2:1 degree, yet  in contrast only 64.9% of Muslim students were awarded a first or 2:1.

As a result, I have a provocation about the paper, how can UAL as a university can address the challenges of religion without alienating religious students or promoting religious extremism? This is a difficult question, but it is one that needs to be addressed if the university is to be truly inclusive.

Interestingly, research also showed Muslim students were underrepresented at the most ‘academically selective’ institutions. However, in contrast, over half of Jewish students were enrolled at Russell Group universities. Could this perhaps signal that there are intersectional ties at play? For example, a strong relationship between student religious identification and their declared ethnicity which then in turn links to other BAME factors?

Ethnicity playing a large role in religion is further supported by data showing Hindu and Muslim students being overrepresented in science, engineering and technology (SET) subjects. Whereas Jewish, Spiritual, Buddhist students were relatively underrepresented in SET subjects. Social background can be assumed to impact on attainment, as Jewish students most often reported that at least one of their parents had HE qualifications, whereas Muslim students least often. 

There is a substantial overlap between religion and ethnicity. In fact, in many legal definitions, certain religious groups are classified as ethnic groups. This is because religion and ethnicity are often closely intertwined, and they can both have a significant impact on educational attainment.

As a result, attainment gaps by religion and belief are present and relatively similar in almost all subgroups of age, disability, ethnicity, gender, and social background. This suggests that the attainment gaps are not simply due to individual factors, such as motivation or ability, but are also due to broader social and structural factors, such as discrimination and prejudice.

Now knowing this and the statistical impact on student’ attainment levels, it is clear we need to address the lack of awareness teaching staff have of their students backgrounds and training to equip us with the skills to level the playing field so to speak.

It is important to note that these attainment gaps are not inevitable. There are a number of things that can be done to address these gaps, such as providing targeted support to students from minority religious groups and working to create a more inclusive and supportive educational environment for all students.

But this can only be done if there is raised awareness across the University of these implications and effects on attainment. As an arts university we are lucky to have vibrantly diverse and multi-cultural student body, however it seems when it comes to attainment, we may be lacking. We therefore must make sure we provide an equal opportunity for each and every student, now how this may be done is a topic to be discussed. A discussion however must happen for there to be a focus on this weak link within our university attainment levels for BAME students.

The overlap between religion and ethnicity can be seen in the fact that many religious groups are concentrated in particular geographic areas. For example, in the United Kingdom, Muslim students are more likely to live in inner-city areas, which tend to have lower levels of educational attainment.

Kwame Anthony Appiah Reith lecture on Creed:

In his Lecture on Creed, Kwame Anthony Appiah argues that we overestimate the importance of scripture and underestimate the importance of practice in religion. He begins by tracing the history of the word “creed,” which originally referred to a Christian declaration of faith. However, Appiah argues that the word has come to be used more broadly to refer to any set of beliefs or principles.

He then goes on to discuss the different ways in which people practice religion. He argues that there is no single “correct” way to practice religion, and that what matters most is that people’s practices are sincere and meaningful to them. I found I released to this the most as I myself am considered a ‘modern Muslim’ and often have this conversation with more traditionally practicing Muslims.

Appiah concludes by arguing that we need to be more open-minded about the different ways in which people practice religion. He suggests that we should focus on the commonalities between different religious traditions, rather than on the differences.

However I found the lecture is a bit long and it could have been more concise especially since he does not address some of the criticisms that have been levelled at his views on religion. For example, some people have argued that Appiah’s views are too relativistic and that they do not take into account the importance of truth in religion.

Nonetheless the lecture is a valuable contribution to the discussion of religion. Mostly the arguments are thought-provoking and challenging, and they offer a fresh perspective on the importance of practice in religion and it is often not a topic we commonly discuss at our Teach and Learning Away Days. Going forward I will be making a conscious effort to ensure that this topic is considered as a factor when making decisions regarding student experience and attainment.

References:

Appiah, K. A. (2016) Reith Lectures: Creed –Mistaken Identities[Radio]. Available at: https://www.bbc.co.uk/programmes/b07z43ds (Accessed: 23 July 2023).

HESA. (2020). Research Insight: Religion and Belief in UK Higher Education. [Online]. Advance HE. Last Updated: 17/03/2020. Available at: https://www.advance-he.ac.uk/knowledge-hub/research-insight-religion-and-belief-uk-higher-education (Accessed 22 July 2023)

Modood, T. and Calhoun, C. (2015) Religion in Britain: Challenges for Higher Education. Leadership Foundation for Higher Education. Available at: http://www.tariqmodood.com/uploads/1/2/3/9/12392325/6379_lfhe_stimulus_paper_-_modood_calhoun_32pp.pdf (Accessed 22 July 2023)