The REA Scheme is a partnership intitaive between the Student Union and the University. Our Race Equity Advocates (REAs) play an important role in fostering inclusion and addressing racial disparities within the University. Currently, our REAs operate in two faculties: the Business School and the School of Media, Arts & Humanities. Their work contributes to our broader mission of advancing race equity.
Who are the Race Equity Advocates?
REAs are student representatives who work closely with staff and peers to support University efforts to combat the awarding gap, which is the disparity in academic achievement between racially minoritised students and their white peers. Their roles include conducting research, hosting events, and advocating for changes in curriculum and student support services, with a particular focus on improving the experiences of racially minoritised students.
The REA scheme was launched to tackle systemic issues that contribute to these disparities, with a key emphasis on enhancing cultural awareness and helping to create a sense of belonging for racially minoritised students. In addition to their core work, they also collaborate with various University departments and bodies, including the Race Equality Charter team and the Widening Participation team, contributingto and collaborating on the University’s race equity work.
Recent impact in the Business School and School of Media, Arts and Humanities
In the Business School, REAs such as Katrina Fung and Roli Salami are supporting work to narrow the awarding gap. They have organised events like the Multinational Student Forum and Karaoke networking event, creating spaces where racially minoritised students can share their experiences and engage in open dialogue about the challenges they face.
Similarly, REAs Abby Ryanto and Tobey Ahamed-Barke in the School of Media, Arts and Humanities have focused on key initiatives such as the Decolonising the Curriculum pilot, which seeks to make the curriculum more inclusive by integrating perspectives from the Global South and addressing the underrepresentation of minority authors in academic materials. Their work has led to actionable recommendations for course improvements, which are being incorporated into the upcoming academic year.
REA feedback
The REAs have provided the following feedback about their experience:
'The REA experience began with some uncertainty, as it was challenging to know where to start. However, as we attended more senior meetings and became involved in various projects, the momentum grew. It was rewarding to contribute to initiatives and be part of the changes we wanted to see. Collaborating with staff in discussions and understanding how to navigate University processes provided valuable insights. One of the most beneficial lessons was learning how to present ideas in a way that would gain support. Seeing all our work come together, with empowered students contributing to meaningful change, was an incredibly fulfilling experience'.
Linking to our race equality work
The efforts of our REAs contribute to the University's wider Race Equality Charter (REC) goals, which aim to eliminate racial inequalities and ensure a positive experience for all students. Below are a few examples of how the work of the REAs links to REC and other activities:
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Awarding gap reduction: The REC aims to reduce the awarding gap between Black and white students annually, and fully eliminate gaps by 2029/30
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Curriculum Reimagined Project: This initiative targets the inclusion of more diverse perspectives in the curriculum, with measurable success in tackling awarding gaps.
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Steady rollout of REA scheme: Following requests for a consistent scheme, we have started a phased process to reinstate the REA scheme across schools. The Access and Participation Plan (APP) is focused on evaluating the REA scheme to help build the insight and an evidence base.
For more information on our approach to race equity, you can explore these resources:
We are grateful to our REAs for their dedication in making the University of Sussex a more inclusive and equitable space for all.