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Human Resources

Race Equality Charter Mark

Queen Mary became a signatory of the Race Equality Charter Mark (REC) in July 2018. Run by Advance HE, the REC aims to improve the representation, progression and success of minority ethnic staff and students within higher education.

The REC provides a framework through which institutions work to identify and self-reflect on institutional and cultural barriers standing in the way of minority ethnic staff and students. Member institutions develop initiatives and solutions for action, and can apply for a Bronze or Silver REC award, depending on their level of progress.

The REC is underpinned by five fundamental guiding principles:

  1. Racial inequalities are a significant issue within higher education. Racial inequalities are not necessarily overt, isolated incidents. Racism is an everyday facet of UK society and racial inequalities manifest themselves in everyday situations, processes and behaviours.
  2. UK higher education cannot reach its full potential unless it can benefit from the talents of the whole population and until individuals from all ethnic backgrounds can benefit equally from the opportunities it affords.
  3. In developing solutions to racial inequalities, it is important that they are aimed at achieving long-term institutional culture change, avoiding a deficit model where solutions are aimed at changing the individual.
  4. Minority ethnic staff and students are not a homogenous group. People from different ethnic backgrounds have different experiences of and outcomes from/within higher education, and that complexity needs to be considered in analysing data and developing actions.
  5. All individuals have multiple identities, and the intersection of those different identities should be considered wherever possible.

By becoming a member, Queen Mary is committing to following these principles in how it approaches race equality and how it addresses its institutional culture.

The REC covers:

  • professional and support staff
  • academic staff
  • student progression and attainment
  • diversity of the curriculum
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