Demystifying academia

Co-designing a development programme for global majority ostdocs

Standard university frameworks often operate under the assumption of a level playing field. However, for global majority* researchers, the reality is defined by systemic barriers that traditional institutional structures often overlook.

Led Dr Karisha George, the ‘Demystifying Academia’ project has been commissioned by the White Rose University Consortium to directly address this challenge.

The project aims to clarify academic pathways and encourage global majority postdoctoral researchers (postdocs) to confidently pursue and sustain academic careers.

By identifying and learning from best practices across partner institutions and the wider sector, the project lead will use these insights to design and deliver a pilot programme tailored to supporting global majority postdocs in navigating and progressing within academia.

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Context

While progress is being made at the entry points of postgraduate research, a significant gap remains further up the academic ladder. Underrepresentation creates unique, systemic barriers that standard frameworks fail to address.

According to the Advance HE (2024) Equality in Higher Education Statistical Reports, while ethnic representation among professors has increased over the years, this growth varies widely across different minority ethnic groups. Crucially, Black professors remain the most underrepresented group across both UK and non-UK professorships.

To achieve true diversity in higher education leadership, we must actively cultivate a robust and diverse talent pipeline. Great strides have already been made at the doctoral level:

The Yorkshire Consortium for Equity in Doctorate Education (YCEDE), in collaboration with the Office for Students (OfS), Research England, and partner institutions (York, Bradford, Sheffield, Sheffield Hallam, and Leeds), has significantly increased access to doctoral studies for UK-based graduates from Black, Asian, and Minority Ethnic backgrounds.

At the other end of the spectrum, the Equity in Leadership programme offers targeted development for staff from global majority backgrounds already in or aiming for senior roles in academia and professional services.

Building on the foundations laid by YCEDE and our leadership initiatives, this project directly targets this middle gap.

Project Lead

Dr Karisha George – karisha.k.george@york.ac.uk

Dr Karisha George serves as the main project lead, directing Phase 2 (programme development and delivery) for the White University Rose Consortium. This follows a collaboration with Raj Mann, whose work in Phase 1 helped to establish the project’s research, ideation, and programme structure.

*A Note on terminology: The White Rose University Consortium recognises the importance of racial and ethnic terminology and understands that individuals use different terms to identify themselves. The Equity in Leadership Programme team asked all participants to vote on the term that they felt best represented them. The term global majorities received the most votes, as it provides a more positive perspective compared to the othering narrative of “minority groups.” In alignment with partner frameworks like YCEDE and Advance HE, this encompasses individuals who identify as Black, Asian, or other Minority Ethnicities.

Project updates

Take part in an exclusive pilot programme designed for global majority postdocs

The project is now recruiting participants for its pilot programme. We will reimburse travel costs of up to £30 for delegates from our member institutions at Leeds, Sheffield and York who attend a workshop outside of their home institutions. Find out more and apply here.

A case study about no longer pursuing a full professorship

This case study has been taken from an interview held by Dr Karisha George within the Demystifying Academia project with consent from the participant. Hear a grounded reflection offering perspective, realism and practical insight into the systemic barriers and pressures that led one researcher to step away from pursuing a full professorship.

A firsthand account of navigating career progression as a Black academic

By identifying best practices across partner institutions and the wider sector, the project will develop and pilot a tailored development programme to help demystify academia. This initiative hopes to equip global majority ECRs with the tools and clarity needed to confidently navigate and progress their careers within higher education. This case study offers a raw, firsthand look into the lived experience of a Black female academic navigating these structures, illustrating the systemic hurdles that this project aims to address.