Minoritised students

Le résumé fourni par la source

This chapter explores the systemic barriers faced by PhD students from minoritised backgrounds and situates these challenges within broader debates about equity, diversity, and inclusion (EDI) in higher education. It argues that academic success is not determined solely by individual ability, but is shaped by unequal access to encouragement, resources, role models, and informal knowledge, as well as by persistent prejudice and structural disadvantage. Financial strain, caring responsibilities, isolation, and the hidden curriculum further compound these difficulties, often intensifying impostor feelings and mental health pressures. Drawing on interview data, we highlight both the challenges and strengths associated with minoritised identities, including resilience, unique perspectives, and motivation to inspire others. It emphasises that EDI initiatives are not about unfair advantage, but about levelling an uneven playing field. While acknowledging ongoing political and practical tensions around EDI, we conclude that systemic, accountable support is essential to make doctoral study fairer and more sustainable for all.

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