Part IV - Academic support: the right thing, in the right place, at the right time

Summary

The following set of chapters detail the powerful role that individuals and support systems within academia have played in the successful development and progression of Black PhD students. Having appropriate support while progressing through the various stages of academia is vital for the development of all scholars, as many rules and practices in these spaces are often unwritten, complex and require extensive training to traverse. Whether it be a supervisor, programme or the work of a department, positive guidance helps to ensure the success of all students. These support systems are even more critical for Black students who often navigate environments where they are in the minority. Their minoritisation can develop into a consuming feeling that wears them down, affecting their wellbeing and continuation through the academic pipeline. The correct support can therefore help counteract this isolation and marginalisation, which is all too common a feature of academic spaces in the UK.

Suitable academic support can take many forms but amounts to the same end product – the increased retention of students, who feel empowered, confident and are able to progress further. At the beginning of this part, Simone's chapter demonstrates the power of effective outreach, where an institution made a concerted effort to interface with underserved schools within London. This, in addition to the support she subsequently received from her academic mentor and her PhD supervisor after being diagnosed with rheumatoid arthritis, were critical for her continuation within academic research. Next, Angela gives her account of being uplifted after being worn down from a previous academic experience, and the deliberate decision she made to choose a supportive environment. This choice, often a strong consideration for many prospective Black students was vindicated by the confidence her supervisors instilled in her. In Peggy's chapter we see the assistance and support of multiple supervisors that allows for her creative research choices, which went against the status quo, to come to fruition. Her work has gone on to be screened publicly and celebrated nationally. Conversely, Rees’ account shows the importance of vital interventions by academics and a department when conflicts arise during supervision and the transformative effect that being proactive can have on a scholar's wellbeing and growth.