Abstract
ABSTRACT Historically White universities in Britain have a long history of misrecognizing the experiences of Black students and rendering their struggles and aspirations a matter of scrutiny. More recently an intense higher education policy focus has been placed on addressing outcome differentials between various ethnoracial groups. Little however is known about how minoritised groups of students experience and understand academic achievement. In our phenomenographic study Black students’ ways of experiencing academic achievement vary from broad expectations of gaining good grades to developing as a person and contributing to the society. Seen through a relational lens, the results can be utilized to identify the aspects of university life that warrant further attention to improve Black students’ experiences during their studies and achieve equitable outcomes.
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