Approaches to Race and Ethnicity
What is the difference between race and ethnicity?’ (UAL, 2025). This was a question that was posed during my PGCert workshop 3.
Defining race is complex this was also agreed by DeCuir -Gunby and Schutz. (DeCuir -Gunby and Schutz, 2014, p.3).
The UAL dashboard refers to student’s ethnicity rather than race.
Figure: 1: UAL Dashboard for Ethnicity (5 ways) (UAL, 2025)
Race and ethnicity are connected to ancestry; Race relates to biological physical appearances. Ethnicity is linked with cultural expression and identity according to the National Geographics. ((Blakemore, 2019)
The definitions at first glance show signs of overlap.
The existence of overlapping identities returns to intersectionality. My approach should be considered and relevant to my students race and ethnicity, both should be recognised within my teaching practice.
Wong. B and others investigated is race still relevant. This study discusses students’ perspectives on race in HE after the 2010 Equality act.
Three main discourses were identified.
- Naivety – the idea that racism relates to the past.
- Bystander – Racism is acknowledged but limitations of engagement.
- Victim – This is where personal experiences made people feel marginalised. (Wong, et al. 202, pp. 359–375)
We are working with a progressive generation of students who are situated in sometimes systemic institutions. Ensuring that equity, access, participation and diversity is at the forefront of what we do is a challenge.
The channel 4 video ‘Is race still relevant?’ illustrated this question. (Channel 4, 2020). The discovery of Wong and other’s study of discourse resonated with me in this video. (Wong, et al. 202, pp. 359–375)
Figure 2: The School that tried to End Racism. (Channel 4, 2020)
Students starting point and experiences were varied according to their race and ethnicity. The feeling of ‘frustration’ was a reoccurring word for most. (Channel 4, 2020)
Being uncomfortable elicits change. The video highlighted that being radical is one approach, however, this also comes with challenges. Having uncomfortable conversations with students is an approach that I have adopted particularly when working on a collaborative unit. Discussions can encourage a successful working environment but can also bring discord.
Trying to ‘get it right’ is a difficult task, one that requires perseverance and empathy. Embracing intersectionality is a start.
The TED Ex talks by Sadiq, highlighted the pursuit to ‘getting it right’. Ways of addressing racism is a daily task and is constantly evolving. I agree with Sadiq that educators need to change the way that they deliver lessons. Diversify teaching. Embracing different perspectives in diversity training is another approach. (Sadiq, 2023)
DeCuir-Gunby and Schutz discuss another interesting approach to race and its connection to power. For us to address racism in the 21st century we need to develop useful ways of talking about race but within a sociohistorical context. Time has elapsed where we use race just to define background variables or to define a certain population. (DeCuir-Gundy and Schultz, 2014.p.15)
Race goes beyond statistics or markers. I have access to the data for ethnicity but how am I taking this into consideration with my student’s experiences and within a sociohistorical context. My approach to my students should be holistic and intentional. Carving out areas of debate and discussion with my students is not only empowering but will address the ‘elephant in the room’. (Cambridge Dictionary, 2025) Embracing and celebrating all the different facets of their intersectionality including race and ethnicity.
References
Blakemore, E. (2019). Race and Ethnicity Facts and Information. [online] National Geographic. Available at: https://www.nationalgeographic.com/culture/article/race-ethnicity [Accessed 13 Jun. 2025].
Cambridge Dictionary (2025). an elephant in the room. [online] @CambridgeWords. Available at: https://dictionary.cambridge.org/dictionary/english/elephant-in-the-room#google_vignette [Accessed 11 Jun. 2025].
Channel 4. (2020) The School That Tried to End Racism. [Online}. YouTube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg
DeCuir-Gunby, J.T. and Schutz, P.A., 2014. Researching race within educational psychology contexts. Educational Psychologist, 49(4), p3.
DeCuir-Gunby, J.T. and Schutz, P.A., 2014. Researching race within educational psychology contexts. Educational Psychologist, 49(4), pp.244-260. P.15.
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. YouTube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
UAL Students PGCert. (2025) verbal, 4 June.
Wong, B., et al. (2021). Is race still relevant? Student perceptions and experiences of racism in higher education. Cambridge Journal of Education, 51(3), pp. 359–375.
Image references
Figure:1
UAL (n.d.). Active Dashboard. [online] UAL. Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=5c6bb274-7645-4500-bb75-7e334f68ff24&dashcontextid=638681486282992055 [Accessed 8 June 2025].
Figure: 2
Channel 4. (2020) The School That Tried to End Racism. [Online}. YouTube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg
It’s very interesting how you discuss race and ethnicity and the complexities of these two identities. You make a great point about being able to access data for race, but that race goes beyond numbers, influencing students’ life experiences, and meaning it is also important to consider intersectionality. For me the best way to approach this is to work with each student on an individual basis, learning more about their experiences as I work with them for a longer time. I appreciate this isn’t possible for all courses/areas though, and I wonder if you have any approaches you use in your team? I also appreciate your points about discomfort eliciting change, and how difficult discussions could both improve or cause problems in working environments. I totally agree though, that when having these conversations, empathy and perseverance are the best tools for working through challenges.
Thanks for your comments Rosa. I think race and ethnicity do overlap somewhat and I think when as educators we are addressing race that all other identities of students should also be considered. It is looking at students as a whole person and not just the area that applies to our statistics.
When we are working with students in academic support we adopt the same approach as you. Our ethos for the department is that each student matter and the idea of belonging. Allowing the student to create their own safe space and boundaries. This can be implemented through the questions we ask or asking no questions at all and allowing them to own the space.
Like you our approach is on an individual basis for they are just that individuals as opposed to a grouping of people.
You’ve managed to grapple with the complex and often slippery distinctions between race and ethnicity in a way that feels grounded in both theory and practice.
Your use of a range of sources — from DeCuir-Gunby and Schutz’s academic framework to the visceral student voices in The School That Tried to End Racism — brings a powerful sense of relevance to your reflection.
I was struck by your comment that “being uncomfortable elicits change.” This willingness to engage with discomfort, especially within collaborative settings, speaks volumes about your commitment to creating inclusive and honest spaces for students to learn and exist within. It’s an important reminder that conversations about race and identity, though challenging, are necessary for meaningful transformation.
Your critique of data use is also very valuable. The question you pose — “how am I taking this into consideration with my students’ experiences and within a sociohistorical context?” — shows a deep awareness that numbers alone cannot tell the full story. Your call for a holistic and intentional approach underlines the importance of humanising our students’ experiences and identities rather than reducing them to metrics or data.
Overall, your blog post balances personal insight with critical engagement. Your reflections show a real desire to evolve as an educator and to support your students meaningfully and mindfully.
Thanks for your comments Rory.
No one likes to be uncomfortable but sometimes this is the only way change is produced.
I think you have clarified our stance really eloquently that as educators we are here to support students learning irrespective of their race or other identities being respectful, meaningful and mindful at all times. Identifying the whole student and not in part.
Thank you for sharing this Gem. Your reflection made me think about how important it is to go beyond data and bring lived experiences into our teaching. I agree that online dashboards and statistics only tell part of the story. What really matters is how we create space in the classroom to talk about race and ethnicity openly and with care. I also related to your point about feeling the pressure to “get it right”. It is not easy, but as you said, embracing discomfort can lead to real change. The link you make between intersectionality and teaching practice is very relevant. It reminded me that addressing racism must be intentional, ongoing, and rooted in everyday interactions with our students.
Thank you for your comments Claudia. Yes for sure as educators we are always under pressure to get it right and to ensure that we are fully supporting our students. We should continue to do so as part of our practice, however the battle is also somewhat deeper institutions also need to take responsibility. Needless to say UAL are trying to take action but with everything there is always room for improvement.