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Global Journal of Humanities and Social Sciences

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Structural Inclusion or Symbolic Diversity? A Narrative Review of BAME Academic Experiences in UK Alternative Higher Education Providers

DOI https://doi.org/10.55640/gjhss/Volume04Issue07-02
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Obohwemu Oberhiri Kennedy 1 ORCID iD , Nchindia Atabong Christian 1 , Kachitsa Leyman Charles 1 , Tayo Oluwadamilola 1 , Sahoo Subhadarsini Supriya 1 , Osinubi Olusunmola 1 ,
4 PhD, Faculty of Health, Wellbeing & Social Care, Oxford Brookes University, GBS Partnership, Birmingham Campus, United Kingdom; and PENKUP Research Institute, Birmingham, United Kingdom
4 PhD, Faculty of Business Management, University of Suffolk, GBS Partnership, Manchester Campus, United Kingdom
4 PhD, Faculty of Business Management and Enterprise, Leeds Trinity University, GBS Partnership, Manchester Campus, United Kingdom
4 MPH, Faculty of Health, Wellbeing & Social Care, Oxford Brookes University, GBS Partnership, Leeds Campus, United Kingdom; and PENKUP Research Institute, Birmingham, United Kingdom
4 PhD, Study Skills Lecturer, Global Banking School, Canterbury Christ Church University, Manchester Campus, United Kingdom
4 PhD, Faculty of Health, Wellbeing & Social Care, Oxford Brookes University, GBS Partnership, Birmingham Campus, United Kingdom; and PENKUP Research Institute, Birmingham, United Kingdom

Abstract

This narrative review critically explores the professional experiences of Black, Asian, and Minority Ethnic (BAME) academics within Alternative Higher Education Providers (AHEPs) in the United Kingdom. While the marginalisation of BAME academics in traditional universities is well-documented—manifesting in limited career progression, institutional racism, and mental health stressors—there remains a significant gap in the literature regarding their experiences in non-traditional academic settings. This review draws upon contemporary research, policy documents, and theoretical frameworks to examine whether AHEPs offer genuinely inclusive environments or merely replicate the structural inequalities prevalent in mainstream academia.
The analysis reveals that although AHEPs may present more flexible and entrepreneurial models of higher education, they are not inherently equitable. The absence of robust institutional safeguards and accountability mechanisms can result in the perpetuation of discriminatory practices, albeit in less visible forms. Furthermore, the review highlights the emotional and psychological toll experienced by BAME academics, often exacerbated by cultural taxation and a lack of culturally competent mental health support.
Importantly, this review identifies a pressing need for empirical studies that document the lived experiences of BAME academics in AHEPs. Such research should investigate key areas including career development, workplace culture, mental health outcomes, and long-term job satisfaction. The findings could inform policy reforms aimed at embedding structural inclusion across all tiers of higher education, ensuring that diversity initiatives move beyond symbolic representation to achieve meaningful equity.
Hence, while AHEPs hold potential as incubators for inclusive practice, their success depends on a sustained institutional commitment to equity, transparency, and accountability.

Keywords

BAME academics, alternative higher education providers, institutional racism, equity in academia

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How to Cite

Structural Inclusion or Symbolic Diversity? A Narrative Review of BAME Academic Experiences in UK Alternative Higher Education Providers. (2025). Global Journal of Humanities and Social Sciences, 4(07), 10-23. https://doi.org/10.55640/gjhss/Volume04Issue07-02

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