We are committed to enabling our colleagues to develop a deeper understanding of difference, inclusion and allyship. An understanding of racism and anti-racism, how these show up in our community, and practical ways that we can individually practice allyship.
At Salford we recognise that racial biases, stereotypes and assumptions can impact the policies we write, who we think of when we design a product, a job or an academic module, and the options we create we create in our social groups.
We know there is a clear under-representation of from Minoritised Ethnic Groups leaders in HE institutions in the UK at all levels, but particularly at senior levels. There is also documented evidence of the poor experience and degree outcomes for Minoritised Ethnic Group students in UK HE. Implementing strategies to redress these disparities at Salford is essential to us becoming an inclusive and fair place to work and study.
We have made a commitment as a university to become an anti-racist institution. Reflecting on our behaviours, ways of communicating and our actions to ensure that covert racism isn't something we perpetuate. This can be challenging and uncomfortable but it's important.
In addition, we are developing our conversational skills around race so that we can call out microaggressions or racism when we see it and join in more confidently with broader race-related conversations (on policy, process, decolonising the curriculum, recruitment, etc). Colleagues and Students are encouraged to watch and listen to a wide range of resources on race via our HUB pages, through our decolonising the curriculum work and by attending online Q&A events and activities.
Each school and department has an EDI action plan focused on improving the representation of Minoritised Ethnic Group colleagues across all grades and tackling the Awards Gap.
Through our Students' Union we run over 50 student-led societies to suit every interest. Our societies cover all aspects of student life.
Microagressions are one way in which prejudice and racism can be expressed. Often microaggressions can be unintentional but when they keep happening to the same person and patterns emerge, that person can feel marginalised, undervalued, and treated differently.
It's vital that we notice and interrupt these microaggressions (in ourselves and others) to stop the spread of harmful language and behaviour, as over time these can have a significant impact on wellbeing, culture and create inequity for colleagues and students.
We encourage colleagues to develop conversational skills around race so that they can call out microaggressions or racism that they see and join in more confidently with broader race-related conversations (on policy, process, decolonising the curriculum, recruitment, etc).
Each school has an action plan and EDI champions focused on tackling the Awards Gap, the Race Equality Charter (REC), and broader equality, diversity and inclusion issues.
Colleagues keep abreast of issues and action in the sector through sources like WonkHE and Advance HE. Organisations like the Runnymede Trust are also valuable sources.