The Access and Participation Plan Project Analysis and Reporting

Cambridge is one of the world’s leading higher education institutions, yet Black British students are statistically less likely to be awarded a First or Good Honours degree compared to their White peers, a disparity known as the 'awarding gap'. Institutional analysis has shown that this gap cannot be explained by prior education, socio-economic background, or other intersecting factors. As a key researcher on the Access and Participation Plan Participatory Action Research (APP-PAR) project, I co-designed and delivered a programme to explore the barriers Black students face in teaching and learning at Cambridge. As part of the initiative, we hosted a one-day forum open to all Cambridge staff and students, providing a space to reflect on awarding gaps, share ideas, and critically engage with strategies such as ongoing decolonisation initiatives. This approach allowed participants to co-create knowledge, test hypotheses about equitable teaching practices, and explore practical steps to close the awarding gap. The project not only produced actionable insights for the University but also strengthened the role of student voice and collaboration in shaping inclusive educational experiences.