Beyond Access: Examining Black Doctoral Scholarships in UK Academia
This is the eighth chapter in a forthcoming e-book, entitled 'Decolonial Education and Youth Aspirations'. Dorcas Fakile and Taylar Carty highlight some of the pressing issues that often arise with decolonisation initiatives.
Decolonisation is a complex and multifaceted discourse with varied meanings across different contexts and disciplines (Adefila et al., 2022). In broad terms, decolonisation refers to the identification, challenge, and revision of colonial systems, structures, and relationships (Wilkinson, 2024).
Within Higher Education Institutions (HEIs), decolonisation emphasises how the prominent influence of Western perspectives often overshadows the knowledge, voices and experiences of non-Western and marginalised communities. Motta (2018) effectively describes this dominance as a "violent monologue" (p. 1), illustrating the extremely one-sided nature of these institutions. This "violent monologue" privileges specific individuals-typically White men-as rational and intelligent (Motta, 2018) whilst perpetuating exclusionary and oppressive practices that are deeply rooted in colonialism towards others (Tamimi et al., 2024). Consequently, decolonisation advocates for reimagining and restructuring the systems, practices, and curricula that have historically upheld colonial values and Eurocentric knowledge. This process begins with recognising the influence of colonial legacies, particularly in relation to racism and knowledge production. It involves confronting the prevailing Western dominance in academic discourse and cultural norms. This challenge is significant and multi-layered, encompassing the political, philosophical and cultural dimensions of HEIs (Adefila et al., 2022).
This chapter discusses the multifaceted implications of decolonising educational practices at the postgraduate research (PGR) level, considering both the benefits and challenges that arise. The discussion focuses specifically on Black PhD scholarships and emphasises the significant impact of these decolonisation efforts on students' experiences and the development of their academic identities. Situated within the broader context of educational rights, this study advocates for a critical shift in focus from the concept of "rights to education" to "rights in education."
Decolonisation Paving the Way for “Rights to Education”
Central to the discussions on decolonising education is the advocacy for equitable access. Disparities in retention rates for Black academic scholars have become increasingly noticeable and alarming. Notably, as more Black students enrol into HEIs at the undergraduate level, relatively few continue into PGR studies (Badrie et al., 2023). According to the 2024 Higher Education Statistics Agency (HESA) report, only 4% of UK-domiciled PGR students identify as Black (HESA, 2024). With the typical pipeline to an academic career involving the completion of a PhD (Lindner, 2020), this low number of Black students at the doctoral level indicates a continuing lack of Black academic staff in these institutions. This absence is starkly illustrated by the fact that there are only 210 Black professors out of 24,430 in the UK (HESA, 2024). As the adage goes, "You cannot be what you cannot see." The scarcity of Black representation in academia hinders Black students' ability to envision themselves in these spaces and deters individuals from pursuing academic careers (Fazackerley, 2019). A common theme highlighted in various accounts from The Black PhD Experience (Ackah et al., 2024) is the absence of visible role models and supportive networks. This absence makes it difficult for many students to develop a sense of belonging in academic environments. Hence, increasing representation in academia is crucial, as it provides visibility and encourages more Black students to envision and pursue academic careers.
A significant effort to address this issue involves targeted funding initiatives, such as Black PhD scholarships, which are designed to enhance educational access. These initiatives provide dedicated scholarships, grants, and living stipends to support the academic pursuits of Black students (Harris, 2024), which is crucial for recruiting Black early-career researchers (ECRs) and enhancing the overall representation of Black staff and students (Denedo, 2024; Moghli & Kadiwal, 2021).
The implementation of these scholarship programs provides a practical starting point for HEIs to address inequality and promote diversity. For the institutions, it demonstrates their awareness of the diversity and inclusion issues embedded within their system. It also provides an opportunity to publicly acknowledge the impact of these issues on the communities around them and its effects on the admission and experiences of Black students within their universities. For the students, the rise in scholarships increases opportunities for them to conduct independent research at the university. This is particularly important, as according to Lindner (2020), the financial burden of completing a PhD is one of the most significant barriers that discourage Black students from pursuing a postgraduate research study. Therefore, these initiatives help to alleviate the financial obstacles by providing dedicated funding that enables them to pursue postgraduate research without the added burden of financial hardship. Leading Routes emphasises the need for Black scholarships, as highlighted in their 2019 “Broken Pipeline” report. This revealed that out of 19,868 PhD-funded studentships awarded by the UK Research and Innovation (UKRI) research council, only 245 (1.2%) were awarded to Black or Black Mixed students (Williams et al., 2019). This can be attributed to potential implicit bias and microaggressions in the supervisor selection model, as well as the predominantly White interview panel (Ropek, 2019). Additionally, the rigid definition of academic “excellence” within institutions (Bakarebarley, 2024; Ropek, 2019) often disadvantages Black students right from the start.
These Black scholarships play a significant role in addressing the educational disparity caused by the socioeconomic gap in the UK. They not only help students cultivate a sense of belonging by enhancing representation and fostering supportive student networks but also work to alleviate economic barriers.
Decolonisation at risk of stripping off Rights in Education
While these programs are vital steps forward, there remains a substantial imbalance in cultivating a sense of belonging within academic environments. It is crucial to ensure that integration and inclusion in education are upheld as a fundamental right for Black scholars within these scholarship programs. However, these initiatives often raise challenges about educational rights, prompting the question: To what extent do these scholarships affect the scholars’ autonomy over establishing their academic identity?
Blackness becomes a Commodity
In pursuing decolonisation in HEIs, the lines between genuine transformation and superficial change often become too blurred. This blurring has led to the frequent commodification of decolonisation as a "buzzword" and trend (Moghli & Kadiwal, 2021, p. 2), resulting in performative displays of diversity that serve to bolster the institution's image and ego rather than foster genuine inclusivity. Such initiatives often devolve into mere tick-box exercises and seminal talking points, with superficial reforms that fail to address the entrenched power imbalances and systemic inequalities. It is important to recognise that while these scholarship programs are necessary, they can sometimes constrain and micromanage Black students’ rights in education. In this context, Blackness becomes a commodity that institutions can exploit when it suits them. There is an extreme focus placed on the individuals’ Blackness with an implied expectation to "be Black but not too Black"—a notion that imposes limits on how Black individuals can express their identities without threatening the status quo. When Blackness is palatable, marketable, and packaged in a way that sells, it is celebrated, but when it challenges the institutions’ foundational power structures, it is suppressed or marginalised.
Blackness as Tokenistic
The topic of identity entrenched within these forms of scholarship naturally exacerbates the feelings of tokenism among Black students. This is a well-recognised systemic issue in HEIs, where the superficial inclusion of a small, underrepresented group is included to give the illusion of equality within the space. This, however, indicates a lack of genuine interest in systemic change or ongoing engagement (Miller, 2024).
Black scholarship recipients are often showcased as examples of Equality, Diversity and Inclusion (EDI) practices, with a considerable burden of responsibility placed upon them to represent their entire ethnic community (Miller, 2024). Opportunities to contribute to EDI committees are often imposed on them, where they may even be called upon to engage in race-related discourse, regardless of their expertise or lack thereof on the subject matter (Niemann, 2016). Furthermore, they are often compelled to bring their Blackness to the forefront of their work. This implies that before they are recognised as researchers, they are primarily perceived as agents of the university’s diversity initiatives. Although participation in such race-related activities is not always obligatory, the existing power imbalance between staff and students makes it challenging to decline opportunities offered by higher-ranking university members due to fear of jeopardising further career prospects. This is, as Nieman (2016) terms, “a disrupted identity,” implying an imposed psychological state that dictates the roles and experiences of Black students within HEIs. It is clear from this that their primary role in these institutions is to improve diversification before producing other forms of research.
On the other hand, the sentiments of tokenism are also illustrative of the broader exclusionary issues in HEIs. Due to vested interests, HEIs often prioritise and substantially focus on their Black-funded scholars, providing them with funding, training, exclusive networking opportunities, and promotions. However, in holding these funded students in such high regard, they ultimately overlook and neglect the non-funded Black scholars that already reside within the university, formulating inequities within the Black PGR community. This dynamic reinforces the tokenism associated with such scholarships, illustrating that Black students' rights within education are only reserved for a selective few.
Navigating Identity and Impostor Syndrome
Feelings of impostor syndrome, which involve a sense of intellectual inadequacy, are prevalent among PGR and academic staff in HEIs. This phenomenon is often attributed to the financial, social, gendered and cultural power dynamics that are deeply entrenched within the institutions (Hewertson & Tissa, 2022). Consequently, Breeze et al. (2022) noted that this is increasingly recognised as a significant factor contributing to scholars’ inability to develop a sense of belonging within their institution.
For Black scholars, feelings of impostor syndrome are particularly prevalent (Owusu, 2024) due to the intersectional qualities of their racial identities. The nature of Black scholarships can further exacerbate these emotions of intellectual inadequacy among Black scholars, who often find themselves questioning the role of their Blackness within their work. They frequently face the commodification of their identity, which results in the pressures of continuously needing to prove their worth. With this, they are often compelled to prioritise their Blackness above their academic research in HEIs, taking on tokenistic roles and shouldering the responsibility of diversifying the university culture, often at the expense of their well-being. As a result, they consistently question whether their presence in HEIs is on the account of their academic merit or their race.
The implications of this syndrome can be detrimental, resulting in increased stress and anxiety, which subsequently weakens the immune system (Woolston, 2016). Moreover, it can decrease students' confidence in their research, delay decision-making, and lead to heightened mistakes due to overthinking. In some cases, this even causes students to abandon their academic careers altogether (Woolston, 2016).
While sentiments of tokenism and impostor syndrome may never be completely eradicated, it is crucial to address the issue and consider how we can reduce such feelings, particularly among Black scholarship students. Furthermore, how can we affirm to all Black scholars in these institutions that they belong in these spaces just as much as their non-Black peers?
Recommendations
Scholarships for Black doctoral researchers have significantly contributed to the career development of Black academics and the advancement of university admissions and research. We outline these challenges not to argue against the existence of such scholarships but to emphasise the need for their recognition and enhancement. Therefore, we suggest three recommendations for institutions planning to implement or have already established such scholarships to centralise the care and well-being of all Black scholars in HEIs.
Continuous engagement with the scholars!
The work of promoting equity and equality does not stop after the funding approval has been granted and access is gained. For these scholarships to be effective, they require ongoing assessment and evaluation. Institutions must remain open to changes within their programme, keeping the voices of Black students at the forefront. This can be implemented through various avenues, such as appointing a student representative or providing evaluation forms for all students to complete. However, to receive honest feedback, fostering a strong and respectful relationship between the scholarship organisers and the students is essential. Simple actions, like meeting the scholars personally and showing genuine interest in them as individuals rather than just what they represent, can humanise a process that may otherwise seem robotic.
Anti-racist Training
Anti-racist training programs are often delivered to Black scholarship recipients and their supervisors to foster their working relationships and raise awareness of the various cultural dynamics involved. This is crucial for supporting Black scholars and improving the university’s overall cultural dynamics. It also illustrates how universities are acknowledging the importance of creating a safe and inclusive environment for all. However, these training programs should also be extended and made mandatory for all supervisors working with other Black PGR students within the institution. The importance of such training underscores the need for Black scholars to feel safe, respected and appreciated within the institutions, which should also be extended to non-funded Black scholars.
Do not ignore those who were there before
Higher Education Institutions must outline and clarify their intentions when creating and implementing these scholarship programs. Are they to address historical links to transatlantic slavery and its legacy of systemic racism within these institutions, providing equity to Black students in HEIs? Or is it simply to increase the presence of Black researchers within the university? If it is the former, then the inclusion of Black students already present within these institutions needs to be recognised and involved. This is not to say that HEIs should waive all fees for students racialised as Black but instead provide them with similar support and care systems throughout their PhD journey. Diversity goes beyond visibility; therefore, the scholarships should be utilised as a segue into developing a more equitable environment for all students, not just a select few.
Conclusion
To conclude, the aim of this paper was not to disparage these scholarships but to highlight some of the pressing issues that often arise with decolonisation Initiatives. There is an existential danger done to Black scholars when decolonisation becomes a checklist, with policies that merely cover the cracks rather than dismantle the structures that perpetuate harm. Therefore, there is a pressing need to rethink power dynamics and fully acknowledge that, despite symbolic reforms, foundational issues persist — the system is still the system. The problem is not just about tinkering with a broken system but recognising that the system itself is fundamentally flawed. Of course, the recommendations outlined above will not fix the problem in its entirety.
Nonetheless, it is worth carefully considering the relational dynamic of funding bodies and their recipients. Generally, this relationship is considered mutually beneficial — they provide the funding for the student to do the work, and the student produces work that can be tied to the body. However, when the same is applied to Black scholarships, this sense of indebtedness is intertwined with one’s racial identity. What, then, should these institutions expect in return from their scholars? Should they focus less on their Black identity to avoid colonial sentiments? But in turn, what are the downfalls in downplaying the identity and subsequent struggles of Black academics within a White and systemically racist institution? How do we avoid harm to Black scholars while providing them with the same support and expectations as other doctoral researchers?
This offers a starting point—a call to acknowledge, reimagine, and reform how we engage with power dynamics through these scholarships.
Dorcas Fakile is a PhD researcher in education at the University of Glasgow. Her research explores how culture and religion shape attitudes toward autism.
With experience as a Christian book and magazine editor, she is passionate about theology, education, and neurodiversity and advocates for inclusive and intersectional perspectives in these fields.
LinkedIn: Dorcas Fakile
Taylar Carty is a history PhD researcher at the University of Glasgow. Her research explores the lives and experiences of enslaved Black girls in Barbados from 1750-1838. She is passionate about education and museums and has worked as a consultant and curator in various heritage sectors.
Twitter: @TaylarCarty
LinkedIn: Taylar Carty
Photo by Tima Miroshnichenko
