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Home Explore Black Students' Experience Report 2021

Black Students' Experience Report 2021

Published by mdxsu.marcomms, 2021-06-14 08:56:26

Description: A review of Black students’ experiences at Middlesex University, including findings and recommendations for future actions

Authors
- Tahmina Choudhery (MDXSU Vice President PSS)
- Alisha Lobo (MDXSU Student Engagement Coordinator - Representation & Policy)
- Mary Ojo (MDXSU Student Engagement Coordinator - Democracy & Research)
- Josephine Serwaah- Mintah (MDXSU Black Students’ Experiences Research Intern)

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ACKNOWLEDGEMENTS MDXSU would like to take the opportunity to thank Centre for Academic Practice Enhancement (CAPE) for funding this project, Edel Mahony and the entire Academic Registry team for providing the data which supported the development of this project. Thank you to the Student Support Team, particularly Janette Nhangaba and Julie Crabb for supporting the research, providing the important data and experiences from their work with the student community at Middlesex University. Additional thanks to MDXSU’s Black Students Liberation Group and the African- Caribbean Society (ACS) for their valuable input, and support; for encouraging their peers to get involved with the research. Finally, MDXSU would like to extend thanks and gratitude to the participants and survey respondents for sharing their experiences. Your contributions will lead to improvements towards the Black Students’ experience at MDX, this research would not have been possible without you. 2

TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................... 2 TABLE OF CONTENTS ................................................................................. 3 LIST OF FIGURES....................................................................................... 5 LIST OF ACRONYMS ................................................................................... 6 CONTEXT ................................................................................................... 7 INTRODUCTION ......................................................................................... 9 METHODOLOGY........................................................................................ 10 AIMS ....................................................................................................... 10 METHODS OF DATA COLLECTION....................................................................... 10 ANALYSIS METHOD....................................................................................... 11 Content Analysis ................................................................................... 11 Strengths of Approach............................................................................ 11 Limitations and Mitigation of the Data Collection ........................................ 11 ANALYSIS.................................................................................................. 13 Diversity .............................................................................................. 13 Racism................................................................................................. 14 Representation...................................................................................... 15 Cultural Differences ............................................................................... 15 Satisfied Settling ................................................................................... 16 FINDINGS................................................................................................ 17 UNIVERSITY LIFE ......................................................................................... 17 Sense of Belonging ................................................................................ 17 Safe Spaces.......................................................................................... 18 MENTAL HEALTH & COUNSELLING SERVICES......................................................... 19 Engagement ......................................................................................... 19 3

Representation...................................................................................... 20 TEACHING AND LEARNING............................................................................... 21 Academic Experience ............................................................................. 21 Course content...................................................................................... 22 PROFESSIONAL SERVICES ............................................................................... 23 Engagement ......................................................................................... 23 Representation...................................................................................... 24 MDXSU ................................................................................................... 25 Engagement ......................................................................................... 25 Representation...................................................................................... 26 CONCLUSION ........................................................................................... 27 RECOMMENDATIONS ..................................................................................... 27 CONTACT US ............................................................................................ 29 4

LIST OF FIGURES Figure 1: Level of study participants are undertaking ...................................... 13 Figure 2: Understanding representation at MDX.............................................. 15 Figure 3: University life at MDX.................................................................... 17 Figure 4: Types of students participating in the research. ................................ 18 Figure 5: Engagement with mental health and counselling services. .................. 19 Figure 6: Representation in mental health and counselling services ................... 20 Figure 7: Teaching and learning accessibility .................................................. 21 Figure 8: Accessing professional services....................................................... 23 Figure 9: Jobs and careers support. .............................................................. 24 Figure 10: Engaging with MDXSU services and opportunities............................ 25 5

LIST OF ACRONYMS Higher Education HE Middlesex University MDX Middlesex University Students’ Union MDXSU National Union of Students NUS Universities UK UUK 6

CONTEXT The murder of George Floyd on the 25th May 2020 sparked worldwide protests. It served as a sober reminder of the oppression and racial injustice that persists in society. The impact of the social unrest resulted in a large swathe of organisations making public statements, iterating their commitment to the diversity and inclusion agenda, zero tolerance policies against racism, supporting the Black community and educating themselves. Some went further and committed to implementing anti- racist practices. Discussions on inequality were further heightened as the COVID-19 pandemic unfolded, as ethnic minority communities faced higher rates of infection and deaths. Over the past decade there has been a concerted effort by the HE sector to make efforts to improve the experiences of Black students and eradicate racism. In 2011, NUS published the Race for Equality report. Since then, there have been a number of reports written by UUK, Office for Students (OfS) and other sector bodies urging institutions to do more. Small adjustments, such as incorporating measures to reduce the Black Attainment gap into the Access and Participation Plan (AAP), have gone some way in ensuring institutions to do work in this space. Decolonising education has been an activity that has been adopted by a number of institutions. Decolonising within education is to query where knowledge is held, who is believed to be credible, and the practices in which knowledge is shared, as a result education becomes diverse, varied, and will align more with how the wider population learns. This work has been taken up by many HE Institutions, however, it has been stunted by the lack of clarity on uniform standards, the ambition of the institutions and the maintenance of momentum around the ongoing practice of decolonising. Middlesex University is one of the most diverse universities in the world which takes pride in its diversity and in supporting approximately 4,500 Black students enrolled (2020-2021). 1 MDX also takes pride in the high number of students who have been entitled to Free School Meals programs and come from non-traditional backgrounds (mature, parents and carers, international students etc). 2 However, the Black 1 Officeforstudents.org.uk. 2021. Access and participation data dashboard - Office for Students. [online] Available at: <https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/> [Accessed 20 May 2021]. 2 Officeforstudents.org.uk. 2021. Access and participation data dashboard - Office for Students. [online] Available at: <https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/> [Accessed 20 May 2021]. 7

attainment gap still persists (In 2019-2020, the gap was 9%),3 students continue to share experiences of racism, and lack a sense of belonging within the MDX community. This paper presents seven months of research conducted by MDXSU. The findings have been varied depending on the intersections of Black identity present at MDX. This report strongly advocates for more imaginative solutions outside of the HE sector to improve Black Students’ experiences. To ensure tangible improvements for students, it is crucial for the recommendations to be agile and regularly evaluated during implementation. MDX has the opportunity to become leaders in the sector via the adoption of radical approaches that continually improve based on ongoing data and feedback, thus improving the Black students’ experiences. 3 Officeforstudents.org.uk. 2021. Access and participation data dashboard - Office for Students. [online] Available at: <https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/> [Accessed 20 May 2021]. 8

INTRODUCTION This research focuses on the student journey and experiences of Black students at MDX. This report is the result of seven months of research, outlining the findings from surveys, focus groups, University and sector reports exploring the Black students’ journey – teaching and learning, recruitment, campus life, community, and support. Due to lack of evidence, Black students’ experiences are prone to dispute. We hope this research aids the understanding of Black students’ experiences at MDX. MDXSU wishes to work collaboratively with MDX to implement the recommendations, encourage innovation, and develop crucial structural changes. 9

METHODOLOGY AIMS The aim of the research: to gain a better understanding of the experiences of the Black student community at Middlesex University. METHODS OF DATA COLLECTION The research team utilised different methods of data gathering to collect both qualitative and quantitative data. Reports from NUS, UUK and MDX were also used to inform the data gathering methods and areas of inquiry. The research team designed their own survey and conducted focus groups. A research survey disseminated to the sample group enabled the acquisition of quantitative data. This consisted of nominal, ordinal, open-ended and interval questions. There were 286 respondents to the survey, taking place from January to March 2021. Survey participants had the opportunity to win three £100 cash vouchers. This produced measurable data, thus increasing reliability of the results. Furthermore, a combination of qualitative and quantitative approaches strengthened validity by increasing the total number of participants. There were 32 participants in 16 focus groups that took place in two phases between December 2020 and the beginning of March 2021. Questions were selected following a review of secondary literature (Phase 1) and reconfigured after 4 focus group sessions to reflect areas of concern, raised by participants (Phase 2). Phase 1 began in December 2020 and phase 2 took place from January 2021 to March 2021. Focus groups were transcribed by MDXSU’s researchers in a summarised and edited version of an intelligent verbatim transcript. In addition, fillers like “you know” and irrelevant sentences were omitted ensuring that it did not change the meaning of the story. This combined approach of data collection captured a range of student participants, and improved accessibility. This increased accuracy and afforded the opportunity to compare and contrast, across different data sets when conducting analysis and crafting the recommendations. 10

ANALYSIS METHOD CONTENT ANALYSIS Researchers applied a content analysis approach when reviewing the qualitative data collected in the focus groups and survey. Each response was categorised, and the frequency of each response was calculated and noted. Themes were selected based on the frequency of each code, indexes or statements of importance by participants. There were 222 codes and 70 indexes, resulting in the creation of 5 themes. This was selected based on the links between each index, with consideration of the overall tone of each transcript. Overlaps between each code, in addition to the transcripts, were then analysed, evaluated and reviewed. This produced the key themes, connections and recommendations from this set of qualitative data. STRENGTHS OF APPROACH The survey was a simple, inexpensive and fast approach to build and implement, allowing MDXSU to reach large numbers of students online, as the research was conducted during the COVID-19 lockdown. The survey offered a simple approach for collecting quantitative data for analysis. Focus groups allowed MDXSU to gain MDX specific Black students’ experiences. This approach afforded the opportunity to ask clarifying questions to ensure there was clarity and depth in the participants’ answers. This rich qualitative data allowed us to contextualise sector reports and build recommendations that were specific to MDX. LIMITATIONS AND MITIGATION OF THE DATA COLLECTION The COVID-19 lockdown heavily influenced how MDXSU were able to conduct this research. The impact of COVID-19 on inequality set the stage for an incredibly traumatic year for the Black community. It was cited as a major barrier for students to engage with their course and the wider student experience. Conducting the research once and not repeatedly, under extraordinary societal circumstances, was unavoidable and does lessen its reliability. However, it does not diminish the urgent need to implement this report’s recommendations. The murder of George Floyd and the Black Lives Matter movement’s role in wider society was another factor to consider in our research. Events from this past year have been incredibly challenging and traumatic for the Black community which may 11

explain reluctance to participate. Additionally, this project was funded in response to these events. This unfortunate timing could have resulted in potential participants viewing the research with scepticism and as performative undertaking. The wider societal context was not something that the researchers could avoid, however, researchers signposted participants to available support and care services. MDXSU employed two part- time Black researchers to partake in this project to undertake data collection and analysis. In order to manage any researchers' biases, the project managers came from different backgrounds (Asian British and White- British). The research is not the definitive reflection of all Black students at MDX. MDXSU’s analysis and recommendations are limited to the subset of Black students who participated in the research. This was due to the resources available and the timeline to deliver this project. However, MDXSU believes to have obtained a variety of experiences that make up the Black student population ensuring the accuracy of our recommendations. 12

ANALYSIS Qualitative and quantitative data sets were used to gather primary data, this section examines key themes discovered in each data set. The qualitative data comprised of focus groups, which occurred in two phases. Focus groups were conducted to gather direct responses from Black students. Student Voice is embedded within a structural imbalance, consequently, this method is useful for engaging with students whose experiences differ from decision-making professionals. Notably, the majority of survey respondents were undergraduate students, followed by postgraduate taught students. Figure 1: There was a greater response to the survey amongst undergraduates (75%), followed by postgraduate taught students (16%), in line with the MDX student community. DIVERSITY Respondents highlighted diversity as a key factor in their decision to study at MDX. 78% of respondents agreed that diversity was important when deciding where to study. Student diversity provides familiarity enhancing sense of belonging amongst peers. Notably, respondents were aware of MDX’s international presence and anticipated studying with students from around the world, with diverse cultures, ethnicities and backgrounds. Respondents pointed to the importance of diversity to 13

create opportunities to learn, its positive impacts towards cultural awareness, and its unifying capabilities between students and staff. However, students described a disconnect between the student population and university staff members at MDX. Students reported the benefits of diversity include improved critical thinking, better decision-making, greater range of talent, and strengthened work culture. Mature students were less likely to report diversity as a consideration in their UCAS application. RACISM In this data set, there is a clear distinction between institutional racism and racism among peers. 8.7% of survey participants experienced racial prejudice or racism at MDX, and 57% noted their experience occurred in the last year. Overall, respondents were less likely to experience racism on campus. However, those who experienced racism, were more likely to include University staff in their response. Respondents describing experiences related to overt racism, referred to incidents including the use of racial slurs. While responses related to covert racism include encounters describing prejudice, and isolation. Interestingly, respondents associated (student) diversity with fewer racist encounters among their peers. 14

REPRESENTATION Figure 2: In graph 9a, 115 participants strongly agree that Black academic representation is important. Graph 9b, 112 participants agree the importance of Black teaching staff on their course, with just 8 participants refuting this. Issues surrounding representation at MDX are at the forefront of responses. The lack of Black academics, mental health counsellors and professional service staff are central to the description of Black students’ experiences at MDX. 89% of respondents agree with statement 9a (Figure 2), reflecting the importance of representation among Black students. Responses related to representation indicate the importance of visibility, as students described links between representation and role modelling. Respondents overwhelmingly agreed with interval questions relating to the lack of representation in teaching and learning, professional services, counselling and MDXSU. CULTURAL DIFFERENCES Respondents utilised cultural differences to explain difficult experiences across multiple departments at MDX. Barriers to access are rationalised using the terms stigmatisation, cultural awareness and cultural sensitivity. Stigmatisation is used to indicate personal struggles due to cultural background. They attributed negative experiences to a lack of cultural sensitivity in their interactions with university 15

departments. Students expressed the need for cultural sensitivity from university staff. SATISFIED SETTLING The term satisfied settling (Islam, Lowe and Jones, 2019), 4 a mechanism students use to justify a university experience lacking enrichment supports discrepancies within the data. Open ended responses also reflect this form of personal silencing and self- censorship. Participants presented conflicting responses to interval and open-ended questions. For example, students overwhelmingly agreed with the following statements: “the representation of Black students and academics is important to me” “it is important to me that there are Black staff who are part of the programme of teaching or teaching team on my course” However, in open ended responses, there were no references to the significance of this impact, or any indication of its importance. There is no correlation in the survey between the dissatisfaction presented in Figure 2 and other areas of the survey. Focus group participants explained the nuances in these discrepancies resided in cultural background. The value of education in African and Caribbean communities precedes the university experience of the student. Consequently, Black students are less likely to advocate through institutional channels if they are facing hardship. 4 Islam, M., Lowe, T. and Jones, G., 2019. A ‘satisfied settling’? Investigating a sense of belonging for Muslim students in a UK small-medium Higher Education Institution. Student Engagement in Higher Education Journal, 2(2), p.80. 16

FINDINGS UNIVERSITY LIFE Figure 3: 6g and 6h, show the majority of the students agreed that MDX was a safe and welcoming place for Black students. SENSE OF BELONGING Overall, respondents were satisfied with their campus life. The diversity at MDX increases a sense of belonging, providing the opportunity to learn from different cultures, while connecting with students from similar backgrounds. Notably, students who attended MDX after attending another university emphasised diversity as a noticeable contribution to their university life; they felt included, welcomed and comfortable among other students on campus after joining MDX. Black students are members of multiple groups. Identification with one or more category, as seen in Figure 4, resulted in similar feedback regarding university life. Non-Mature students were more likely to report higher levels of sense of belonging, attributing this to participation in extra-curricular activities, university friendships and familial support. Black Mature students regarded teaching and learning at the centre of their university life and were less interested in extra-curricular activities, but were willing to engage in career related opportunities. Black International Students 17

expressed the most dissatisfaction with university life, referencing incidents of prejudice and discrimination at higher rates, in addition to lack of university support. The aforementioned factors negatively impact their sense of belonging. Figure 4: A reflection of the wider Middlesex Community based on the number of respondents. There is a large percentage of Commuter students (40.91%) followed by Mature students (30.77%). SAFE SPACES Concerns were raised over lack of safe spaces for Black students on campus. The majority of participants understood the significance of safe spaces, regarding its value and utility. Participants in focus groups for this research mentioned that the focus groups were one of the first instances where Black students engaged in a safe space during their time at MDX. Students reported the positive impact of safe spaces to discuss their experiences, queries and concerns. The feedback from this topic focused on the importance of clear communication between students, programme leaders, professional services, mental health and counselling. With students clearly valuing open communication with other Black students, an emphasis on more direct communications with university staff surfaced, regarding their unique student experience. 18

MENTAL HEALTH & COUNSELLING SERVICES Figure 5: There is a 58.66% gap in engagement with support services. ENGAGEMENT Although Black students are aware of advice, counselling and mental health services at MDX, they are unlikely to engage. A majority of responses described a lack of engagement whilst suggesting they had no immediate circumstances which would require them to access the service. However, focus group data indicates that this ambivalence may be connected to cultural stigma. Black students reported that they are likely to encounter cultural stigma surrounding the use of advice and mental health services from within the Black community, which leads to personal hesitance to seeking help. Additionally, students reported that greater Black representation amongst counsellors and staff would make them more likely to use the service in the future. It should be noted that whilst a minority of Black students have used the advice, mental health and counselling services the majority of those that have, are satisfied with the service following their engagement. 19

Figure 6: In section 7a, (68) participants had a neutral stance in regard to having a Black counsellor or Black staff member. In 7d, the majority of participants ‘agreed’ and ‘strongly agreed’ that cultural stigmas persist within the Black community when using advice, counselling, and mental health services. REPRESENTATION Black students are concerned with the lack of representation in advice, mental health and counselling services. Respondents indicated the importance of a department that is culturally aware, considering their unique experience as Black students. A respondent stated: “when a Black student attends advice, counselling and mental health services, a challenge has already been overcome” Similar sentiments were echoed across responses to an open-ended question asking students to highlight considerations the advice, counselling and mental health services should be aware of when supporting Black students. A portion of focus group participants suggested a connection between lack of representation and lack of cultural awareness in the department. Overall, respondents agreed with the importance of receiving support from Black counsellors and staff members. 20

TEACHING AND LEARNING Figure 7: In section 8a and 8c, majority of students felt comfortable approaching academic staff for support and accessing library services and learning support without prejudice. Students gave a neutral response in 8g, in regard to the material on their course reflecting their culture / background. ACADEMIC EXPERIENCE Generally, Black students provided positive responses when describing their academic experience. This is reflected in responses to open-ended questions and ordinal questions: • Approximately 70% of respondents feel comfortable approaching academic staff for support • An estimated 68% feel supported in their studies • 83% agree that they are able to access library services and learning support without prejudice Nonetheless, a small portion of respondents described negative encounters in teaching and learning environments on campus: 21

• Approximately 14% do not feel comfortable approaching academic staff for support • 9% reported experiencing discrimination in the teaching and learning environment • 15% do not feel supported in their studies as a Black student at Middlesex Focus group discussions reflect the distributions in the survey. Participants highlighted the struggles associated with an unsupportive university experience. In combination with multiple negative experiences, such as covert or overt racism in teaching and learning environments, a student may become isolated and not seek academic support, suggesting that institutional racism does need to be addressed. COURSE CONTENT Findings relating to course content are conflicting. Responses suggest Black students are studying within a curriculum that is inclusive of their experiences, norms and values (Figure 7h). However, there is a divide between students who believe they are studying a course that reflects their culture/background and those who do not. In addition, this does not align with focus group responses- as the majority of participants stated that they did not read or discuss Black literature in their field, or study. Consequently, it is hard to determine, whether or not course content reflects the culture or background of Black students at MDX. 22

PROFESSIONAL SERVICES Figure 8: There is a 54.42% gap in students accessing professional services at MDX. ENGAGEMENT Responses indicate high levels of engagement with professional services at MDX. Responses from open-ended questions to respondents who do not access professional services suggest time and lack of awareness as key factors for their lack of engagement. Professional services Black students utilise are MDX Works, Library and IT services. However, these results do not indicate whether students are utilising specific teams within departments (e.g., numeracy or literacy support within the Learning Enhancement Team). This understanding was based on the results of question 13 in Figure 8; 63% of students felt supported in seeking job opportunities or preparing for future career. However, it is unclear how frequently Black students are supported directly by university staff and the nature of the contact. For example, utilising library services can include access to books, or LET support. It can also range from using a study space to meeting with careers services. These nuances are significant in determining the support Black students are receiving, and it is not captured by the open-ended responses. Supplementary data will be required to 23

increase validity. This aligns with focus group data with overwhelmingly positive responses, but there is a lack specificity in responses. Figure 9: 36.74% did not feel supported by MDX, when seeking job opportunities or preparing for the future. REPRESENTATION Focus group participants stated the importance of representation in the organisation of events facilitated by professional services (e.g., inviting Black professionals to present at panel events). The value of role models for Black students consistently appears in the qualitative data, particularly in preparation for employment following graduation. This links with data regarding representation among academic staff illustrated in Figure 9, where a portion of participants acknowledge a link between representation, inclusion and personal performance. 24

MDXSU Figure 10: Majority of respondents did not engage with MDXSU and only 40.18% of the students engage with MDXSU services and or opportunities. ENGAGEMENT Responses indicate low levels of engagement with MDXSU or activities and opportunities organised by MDXSU. Key factors that impact engagement are lack of time and finances. Students who engage with MDXSU are involved in election processes (voters), attend MDXSU events, Freshers’ Fair and are members of societies. Focus group participants highlight the importance of the Students’ Union and the extra-curricular activities that MDXSU provide. Focus groups participants’ responses align with survey data, students that are disengaged are more likely to lack time and finances. Notably, engaged students report two key benefits of participation - increased sense of belonging and socialisation. 25

REPRESENTATION Data suggests Black students have a positive view of MDXSU. 93% of respondents think that MDXSU is welcoming and inclusive towards Black students. Although, there is an overwhelming demand for greater representation within MDXSU, this is indicative in responses to question 9 in Figure 10. There are also requests for closer partnership opportunities between MDXSU, African and Caribbean Society (ACS) and the Black Students Liberation Group. This is consistently referenced in focus groups. Participants highlighted communication and partnership between MDXSU and Black student groups as an antidote to representation of Black students within the organisation. 26

CONCLUSION A portion of findings align with pre-existing data, but there are areas for further investigation. Areas for exploration include Black students' engagement with professional services, mental health and counselling, course content, and diversifying curriculums. However, these findings only provide an initial insight into the experiences of Black students at MDX. RECOMMENDATIONS Following the findings of the Black Students’ Experiences Research, MDXSU would like to put forward the following list of recommendations to be worked on and implemented, in partnership by MDXSU and the University: 1. Develop a program to support more Black students into further study, further developing the talent pipeline. 2. Set clear benchmarked targets for diversifying leadership roles within the university with dates and monitoring processes agreed. 3. Develop and implement a specific attainment gap strategy which capitalises on the progress made due to COVID-19 and targets an elimination of the Black attainment gap by 2025. 4. Employ a group of permanent staff members that work to support underrepresented communities and provide more equitable opportunities. 5. Provide compulsory cultural awareness and anti-racist training to all University, MSXSU and externally contracted staff. 6. Create a working group to explore options and support available to offer structured improvement and development of Black students’ social capital. 7. Spotlight Black academics and students’ achievements in MDX and MDXSU communications and events throughout the year. 8. Include demographic data breakdowns in data gathering when discussing BAME communities in all University committee papers. 9. Ensure clarity on the process of reporting racism and the sanctions on University’s web pages. 10. Annually report the data of informal and formal racist cases that occur across the University. 11. Collect ethnicity data of students engaging in all support services at the point of entry. 12. Measure and report on the experience, satisfaction, and actions for further improvement for students who engage with the hardship fund, disability support, counselling and mental health, LET, and MDX Works along with timelines for completion of improvements. 27

13. Establish clarity of objective when decolonising taught courses and standards that all taught courses should meet, with the exception of externally certified courses by PSRBs. 14. A calendar of events with Black speakers, representatives, and alumni for the MDX community to engage in. MDXSU RECOMMENDATIONS 15. MDXSU should work with the Black Liberation group to review its structures to ensure there are more spaces and representatives for Black students. 16. MDXSU should include increasing Black representation as a key strategy goal in its upcoming governance review. 17. MDXSU should work with ACS and Black Students Liberation group to diversify their offer to the Black student community. 18. MDXSU should conduct further research into the engagement of Black students in its activities, elections, and representatives to the university. 19. MDXSU should review its welcome materials, its website and other key engagement tools to ensure Black Students are accurately represented. 20. MDXSU should work with other key campus partners such as sport and catering to review the Black students’ experiences of these services. 21. MDXSU should work with MDX to review the impact of this report in 2023 and carry out a follow up study into the Black students’ experiences. 28

CONTACT US [email protected] www.mdxsu.com 29

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