‘I’m managed by a White man who’s managed by a White man who’s managed by a White woman who’s managed by a White man’: the problem of institutional racism in a UK-based university

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Detalles Bibliográficos
Publicado en:	London Review of Education vol. 23, no. 1 (2025)
Autor principal:	Miller, Denise
Otros Autores:	Essex, Ryan, Brown, Charmaine
Publicado:	UCL Press
Materias:	United Kingdom > UK Higher education Students Curricula Systemic racism Microaggressions Social privilege Ethnicity Economic growth Neoliberalism Gender inequality Discrimination Critical race theory Racism Minority & ethnic groups Leadership Racial harassment Prejudice Sustainable development Education policy Females Multiculturalism & pluralism Mental health Race Colleges & universities Transparency Career advancement Self concept Diversification Black people Ethnic groups Minority groups Accountability Address forms Perceptions Semi Structured Interviews Well Being Social Problems White Students Interviews Racial Identification Structured Interviews Leadership Role Career Development Racial Differences Whites Staff Role School Policy Student Participation Story Telling
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Descripción
Resumen:	Despite extensive research on institutional racism in UK universities, major gaps remain in understanding the contrasting experiences of Black, Asian and minority ethnic (BAME) and White staff across all levels of higher education. This study addresses that gap by exploring the lived experiences of 18 staff members at a post-1992 university, drawing on Braun and Clarke’s six-step thematic analysis alongside critical race theory. Four key themes emerged: ‘White privilege’, ‘Discrimination and exclusion’, ‘Impact on self-perception and behaviour’, and a striking, verbatim-titled theme from a White participant (also the title of this article): ‘I’m managed by a White man who’s managed by a White man who’s managed by a White woman who’s managed by a White man’. Findings expose the deeply embedded nature of racism within the institution, evident in exclusionary practices, unequal career progression and the persistence of White privilege. Both BAME and White participants emphasised the urgent need for real change, and they called for greater accountability, transparency, and diversification of leadership. This study contributes to a broader understanding of institutional inequality and aligns with several United Nations Sustainable Development Goals (SDGs). It supports SDG 4 (Quality Education) by exposing the inequities embedded within academic environments; SDG 5 (Gender Equality) by addressing intersecting forms of discrimination; SDG 8 (Decent Work and Economic Growth) through its critique of barriers to fair progression; SDG 10 (Reduced Inequalities) by calling for systemic reform; and SDG 16 (Peace, Justice and Strong Institutions) by promoting inclusive, accountable, and transparent institutional practices.
ISSN:	1474-8460 1474-8479
DOI:	10.14324/LRE.23.1.08
Fuente:	Education Database