Having actively engaged with the University community during her undergraduate and postgraduate studies, Victoria Ibezim had a deep understanding of the diverse experiences of her peers, particularly those from Black backgrounds.
Observing the struggle to integrate, she noticed limitations and societal barriers that can impact upon individuals in this group, where people felt their contributions were overlooked in UK higher education. So when she heard of a PhD studentship opportunity which focussed on the Black awarding gap, that was funded by the Global Race Centre for Equality (GRACE) at the University of Central Lancashire, Victoria decided to pursue this study option to delve deeper into the topic.
The GRACE centre has funded four studentships, and has paid for a quarter of Victoria’s fees. During her research, Victoria conducts semi-structured interviews and surveys, she’s looking at Critical Race Theory and Post Colonial Lens and is undertaking Arthur Frank’s Dialogical Narrative Analysis.
When asked about the impact that she hopes her research will have, Victoria commented: “My primary goal is for my research to be actively engaged, accessible and straightforward. I want it to be read and utilised by universities, relevant agencies such as the Office for Students (OFS), the National Union of Students (NUS), the Higher Education Academy (HEA), and various educational government agencies both within and outside the UK.”
She has identified some preliminary findings, such as the report from many Black students who feel the need to isolate themselves as a means of self-preservation against racist incidents, which can be seen as a protective measure to shield themselves from discrimination and bias within the academic environment. But despite the challenges, there emerges a strong narrative of self-determination and resilience among this group.
The experiences and actions of these students demonstrate their diligence and commitment to their studies, which challenges assumptions about their abilities and reinforces the importance of recognizing and supporting Black students’ academic potential. Indeed there is a sense of sceptism and distrust in the education system among Black students, often rooted in past experiences and biases.
"I aspire to foster meaningful changes within academic and broader contexts through this comprehensive approach."
— Victoria Ibezim, PhD student
Victoria also found that existing laws and policies that are designed to promote equality and inclusion can often fall short in addressing the systemic issues that affect Black students. Their implementation and effectiveness can vary. Economic background, access to resources, and systemic biases are crucial in shaping students’ experiences and success. She went on to say: “Addressing these factors holistically is essential for creating a truly equitable educational environment.”
She is now working on a systematic review and other articles, and has also written a blog post for Black History Month and collaborated on an article in Social Dialogue magazine, with other colleagues at the University. Her next steps are to focus on completing the writing process, aiming to maintain a clear and concise narrative that aligns with the research objectives and findings.
Victoria’s supervisor, Dr John Wainwright, is full of praise for the way her study is progressing: “Victoria is one of four PGR-funded GRACE studentships exploring racial inequality in higher education. Her study focuses on the awarding gap that Black students face and their lived experience in Higher Education. Victoria is a woman of African heritage with a curiosity to explore these experiences through a post-colonial lens and an Insider position. She is making good progress and her study will make an important contribution towards improving the opportunities for Black students in higher education in the future.
"Go for your PhD with determination and a genuine interest in your research area, while staying organised and seeking support from supervisors and peer groups at UCLan. Embrace setbacks as part of the journey, learn from them, and keep pushing forward with resilience and self-care, you can do this!"
— Victoria Ibezim, PhD student
Victoria is also an active member of GRACE and makes important contributions to decolonisation and race equality initiatives across the University. She has also been a UK delegate to the 67th Commission on the status of Women (2023).”
Hoping that the research findings and action plans will be implemented, Victoria acknowledged that addressing student issues requires their input and an understanding of the broader societal and institutional factors that influence their experiences.
“I aspire to foster meaningful changes within academic and broader contexts through this comprehensive approach.”
For anyone considering a PhD Victoria provides some useful advice: “Go for your PhD with determination and a genuine interest in your research area, while staying organised and seeking support from supervisors and peer groups at UCLan. Embrace setbacks as part of the journey, learn from them, and keep pushing forward with resilience and self-care, you can do this!”
