Measured Black Voices: A mixed-method analysis of Black British Students' Ethnic Identity Development at a mid-ranked university in the UK

Measured Black Voices explores how university experiences shape the ethnic-racial identity development of Black British students by employing Jean S. Phinney's Ethnic Racial Identity framework (ERID). The study focuses on late adolescence British citizens who identify as Black, i.e. ancestrally African or Caribbean, and questions what stages of development are most prevalent, as well as which campus experiences most affect the development of student identity. Grounded in Critical Race Theory with Indigenous Research Principles (IRP) and following the Listening Rooms method, the study draws on 13 student's experiences to examine aspects of campus life that most affect identity formation, as defined by the students themselves (Heron & Parkin, 2019). A brief historical review first contextualises Black British Ethnic-racial Identity, followed by an assessment of student identity status using Phinney's framework (ERID) and the Multi-Ethnic Identity Measure-Revised (MEIM-R; n = 13). With university experiences as indicators of corresponding stages of development, data shown this correlated with stronger identity development and demonstrated the stage of development students were at. University experiences include but are not limited to; participation in cultural groups, EDI events, staff student interactions, social media, and systematic challenges. Student MEIM-R scores indicated which of Phinney's ERID development stages they exhibited. The study concludes with university recommendations informed by student voices and professional insights via Round Table Analysis (RTA). I answer the major project Research Questions (RQs): What stage or sub-stage of ethnic-racial identity development is most prevalent for British students? and What aspects of the campus environment and/or the university experience (i.e. systemic roadblocks, culture and religious affinity groups or workshops, EDI events etc.) most influence Black British students' ethnic-racial identity development?