Please note: this section of the toolkit was developed in connection with commitments in the Access & Participation Plan (2020-25), which included commitments to address awarding gaps affecting Black British students and students with declared mental health conditions.
Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred. As Cambridge's Business Information Team report summarised, we needed qualitative research to further investigate the educational issues or practices that might explain the awarding gaps for the two targeted groups of students: Black British students and disabled students with declared mental health conditions.
Focus on student experiences
The Cambridge Centre for Teaching and Learning (CCTL) coordinated annual cycles of student-led, small-scale qualitative research across 2020-24, in alignment with the lifespan of the APP 2020-25. The 'APP Participatory Action Research Project' sought to understand student perspectives on the barriers that arise in relation to teaching and learning at Cambridge and to develop knowledge and evidence that can inform and catalyse meaningful progress and practical steps forward.
An evaluation of the project is underway during 2024-25. Across the first three cycles of the project, student researchers identified potential factors for differential degree outcomes, or as obstacles to academic performance. These are summarised in this toolkit under 'What do Cambridge students say?'
Focus on institutional and educational factors
The starting point of the project was an understanding that the causes of awarding gaps are complex. An influential report, Causes of differences in student outcomes (Mountford-Zimdars et al., 2015), identified four types of explanatory factors for positive and negative differences:
- curricular, learning, teaching and assessment practices
- relationships between staff and students and amongst the student body (sense of belonging was identified as a key cause for differences in progression)
- social, cultural and economic capital
- psychosocial and identity factors, including perceptions of stereotyping
They noted that 'formulations which account for lower attainment in terms of "student deficits" (academic weaknesses, lack of ability or other individual factors or circumstances) or "wrong" choices in subject selections have largely been superseded' (p.25).
Findings of the ongoing research
Findings from the APP Participatory Action Research Project include recommendations for action to address student-identified obstacles to their academic performance and attainment. These findings and recommendations are presented and discussed at a range of University events, including the annual Cambridge Teaching Forum, the Diversifying Assessment Forum and the Annual Meeting for Directors of Teaching and Senior Tutors.