Learning to 'Write Right': Examining the impact of targeted interventions upon students experiencing intersectional disadvantage

Abstract

This case study analyses two initiatives at the University of Kent that aimed to tackle student degree awarding gaps (DAGs), specifically those between black, Asian and minority ethnic (BAME) students and white students and those who have studied for Business and Technology Education Council (BTEC) qualifications and A-level students. The initiatives involved inclusive academic skills workshops alongside supervision sessions that sought to direct, develop and demystify academic study for disadvantaged students. Assessment of quantitative data and the findings from a cohort focus group indicate that students experiencing the most intersectional disadvantage (viz. students with both BAME and BTEC characteristics) in a University of Kent social sciences department benefited from these initiatives and their grades improved, narrowing the awarding gap significantly in that academic year.