We had discussed in one of our seminars during this unit about the disparities in retention and attainment for students of colour in comparison to white students. What I found useful about the report were the case studies and references to the literature, which the seminar lacked.

I have a personal experience that relates here. As the Embedded Academic Support Tutor for Fashion Communication, this year I had the opportunity to work closely with a neurodiverse black student by running 1-2-1 tutorials on a weekly basis. She had a traumatic first year experience and after taking a gap year, was seriously considering not coming back to her studies. I’m glad she did and I’m so thankful for this opportunity. Not only is she one of the most talented, kind and empathetic people I know, but she also managed to finish her second year with straight A’s!

I’m only a very small cog in her success story this year, but this experience to me is a good practical example of what Finnigan and Richards write in the report:

Therefore, it is important to build trust with the student group to ensure that the students will find their voice. The tutor’s role here is key. If conceiving and making work is a key role for students, and the work itself produced is emotional, then the relationships with tutors are intrinsic to its development. (Finnigan & Richards, 2016, p.7)

Through our 1-2-1 tutorials I was able to know her beyond the single story of ‘problem’ student. This built trust on both directions, leading to mutual support and empowerment. Moreover, by constantly reminding her that her lived experiences and identity are valuable, she is growing more confident in producing strong work that is personal and, in many ways, acts of activism.

The challenge is: how do I create similar experiences of trust and support with all my students, especially in the large cross-pathway projects I lead comprising over 100 students?