NERCOUTE Creating Spaces Of Belonging: The UK Black In NERC Science Pipeline

Belonging is a fundamental human need that plays a crucial role in educational success. In the UK, marginalized groups, particularly Black students, continue to face systemic barriers that limit their sense of belonging in educational spaces. Research highlights that Black students experience educational inequities such as tracking biases, awarding gaps, exclusionary disciplinary practices, and a lack of parental engagement opportunities. These barriers are especially pronounced in NERC (Natural Environment Research Council) sciences, where Black representation declines significantly through the education pipeline, reaching as low as 0.52% in some degree-level subjects. To address this, targeted interventions that enhance belonging are needed. This project builds on the B-HUGs (Black Heritage University Groups) initiative to create and evaluate a structured model designed to foster belonging in NERC sciences for Black secondary school pupils in the Southwest UK. The B-HUGs programme is rooted in Africana activism and committed to “giving back,” challenging the centrality of Whiteness in educational narratives and ensures that Black students’ voices are prioritized in programme planning and evaluation. Building on a successful 12-week pilot, this initiative will expand partnerships with local secondary schools and a network of educators, researchers, and creative practitioners to provide sustained interventions that enhance Black students’ engagement and retention in NERC science. A key component of this project is the recognition that representation significantly influences educational outcomes. In the Southwest UK only 0.94% of secondary school teachers are Black and many students complete their education without ever encountering a Black educator. This lack of representation limits students’ access of opportunity to experience representation across a diverse range of subjects. Through structured interventions, this project aims to counteract these effects by increasing Black students’ exposure to role models, creating spaces where they can see and engage with successful Black professionals in NERC sciences. The project will implement three core outreach activities to foster belonging: (1) Community Walks, place-based explorations integrating environmental science with heritage and cultural narratives, engaging both students and their families; (2) Micro-Internships, providing hands-on experience with Black NERC scientists, allowing students to develop skills and connect with professionals; and (3) Mentoring, linking students with young people further along the education pipeline, offering sustained guidance and inspiration. These interventions will be supported by two infrastructure-building initiatives: creating a database of Black NERC internship supervisors, ensuring that future students have access to mentors and role models in environmental sciences, and establishing a youth advisory board, composed of Black youth aged 16-25 in the NERC education pipeline, who will contribute to shaping and refining programme activities. Beyond direct student impact, this project has the potential to drive systemic change. Partner schools, will benefit from increased dialogue on inclusive education and the creation of professional networks that connect Black educators across institutions. At the university level, the project aligns with efforts to address the underrepresentation of Black students at the University of Exeter (just 1.9% of UG students are Black). By fostering a sense of belonging in Southwest UK higher education spaces, the project may contribute to increased recruitment and retention of Black students and staff. In 2021-22, no NERC funding awards were granted to Black principal investigators or fellows, continuing a five-year trend of exclusion. By highlighting disparities and creating pathways for Black students to engage, this project contributes to long-term efforts to diversify the field.