ArticleEmerging topics in life sciences2025
A holistic approach to addressing the degree awarding gap: a perspective.
Article in Emerging topics in life sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The degree awarding gap (DAG), disparities in degree outcomes across student demographics, remains a persistent challenge in UK higher education. At Sheffield Hallam University (SHU), the School of Biosciences and Chemistry has implemented a series of inclusive initiatives to address this issue across the student journey. Drawing on culturally responsive pedagogies, the work targets belonging, representation and the hidden curriculum through outreach, peer-led networks, visible role models, inclusive seminars and embedded equality, diversity and inclusion (EDI). Mini case studies highlight collaborative efforts to diversify curricula, co-create assessment rubrics, support identity-affirming student groups and integrate EDI into school operations. These initiatives have enhanced student engagement, staff confidence and the visibility of underrepresented voices. This article calls for sustained, school/institution-wide commitment to equity, recognising that closing the DAG requires long-term structural change, shared responsibility and a culture where all students feel they belong and can succeed.
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