What do Cambridge students say?
The has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning. This project was initiated in 2019 in order to illuminate the findings from the quantitative/statistical data about final student outcomes, or degree classifications.
The qualitative research project involves annual cycles of work with student co-researchers from the two priority cohorts, that will run across the lifespan of the Access & Participation Plan 2020-25. Its aim is to explore and develop evidence around which systems, practices, and challenges need to be addressed, and aim to explore ways to develop teaching and learning practices that are accessible to and supportive of all Cambridge students.
An evaluation of the APP Participatory Action Research Project (2020-24) is underway during 2024-25. During the first three cycles of the project, student researchers identified potential factors for differential degree outcomes, or as obstacles to academic performance.
Findings and recommendations for action to address student-identified obstacles to their academic performance and attainment:
| Identified reasons for differential academic outcomes | Black British students | Students with mental health conditions |
|---|---|---|
| Negative group stereotypes | X | X |
| Poor sense of belonging | X | X |
| Imposter syndrome | X | |
| Unconscious bias in teaching and support | X | X |
| Representation in the curriculum | X | |
| Lack of awareness of decolonisation | X | |
| Time and mental health costs of self-advocacy | X | X |
| Lack of diversity / flexibility in assessment | X | X |
| Inconsistency of assessment expectations | X | |
| Feedback literacy of staff and students | X | |
| Supervisor and DoS training / educational development | X | X |
| Uncoordinated support across collegiate University | X | |
| Lack of structured support for peer learning | X | |
| Inconsistent transition support / provisions to first year | X | X |
These findings and recommendations were 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 & Senior Tutors.