What role does evidence play in closing race equality gaps?

There are persistent racial inequalities in higher education. One such inequality is that Black, Asian and Minority Ethnic (BAME) students typically achieve lower marks in higher education (HE) than their White peers. Researchers argue that the ‘whiteness’ or Eurocentricity of the curriculum may explain why these gaps in attainment exist. The evaluation of the Diversity Mark Project seeks to establish whether reforming the curriculum to make it more diverse will increase attainment in BAME students. We also aim to understand whether reforming the curriculum improves the experience of BAME students in terms of their engagement with module content and satisfaction with the module