Higher education institutions in the UK have a history of gender and racial inequality, with women, especially those from racial minorities, facing systemic barriers to advancement. While initiatives like affirmative action have existed since the 1960s, significant disparities remain, creating a 'glass ceiling' effect. Intersectionality theory highlights how gender and racial biases compound challenges for women of color. Data from the Higher Education Statistics Authority (HESA) reveals continued underrepresentation of women in senior academic roles, particularly professorships and leadership positions. Similarly, racial minorities are significantly underrepresented in senior roles, contrasting sharply with the growing diversity in the UK population. This underrepresentation is further exacerbated by a 'leaky pipeline' phenomenon, where ethnic minority academics may leave academia for opportunities elsewhere or face significant pay disparities. While progress has been made in gender equality initiatives like the Athena SWAN Charter, concerns remain regarding its ability to adequately address the specific challenges faced by women from racial minorities. The Race Equality Charter (REC) was launched to address racial inequality but its impact is still under assessment. This study addresses the lack of research focusing on the intersection of gender and race in academia by investigating the advancement of ethnic minority women in senior academic roles and analyzing the effects of Athena SWAN and REC awards on diversity.

The literature review examines the historical context of diversity initiatives in higher education, noting the limitations of focusing on gender equality without addressing the specific needs of women of color. Studies are cited showing the persistent underrepresentation of women, particularly from minority ethnic groups, in senior academic positions and leadership roles within UK higher education. The review discusses the Athena SWAN Charter and its evolution to include race, along with the parallel initiative of the Race Equality Charter. Existing research highlights the effectiveness of Athena SWAN in promoting gender equality but criticizes its initial lack of focus on intersectionality. The review also includes studies that assess the early impact (or lack thereof) of the REC. Overall, the literature highlights the need for more research that analyzes the interplay between gender and race in higher education and assesses the effectiveness of policy interventions aimed at achieving diversity at the intersection of these two dimensions.

This retrospective study used data from the Higher Education Statistics Authority (HESA) on higher education staff in England and Wales from 2012/13 to 2018/19. The data included information on senior staff (managerial and academic leaders), categorized by gender and ethnicity (race). Data were rounded to the nearest 5 for data protection purposes. The study also incorporated data on Athena SWAN and Race Equality Charter awards from Advance HE. The primary outcome measures were the percentages of racial minority women in senior roles, broken down by specific racial groups (Black, Asian, Mixed, Other). The independent variables were Athena SWAN and REC award statuses, categorized into non-members, members, Bronze, and Silver (Athena SWAN) or non-members, members, and Bronze (REC). Mixed-effects modeling was used to analyze the correlation between award status and the representation of racial minority women. The model accounted for institutional variation and the effect of time. Five models were examined for each of three analyses: (1) Athena SWAN awards and female racial representation; (2) REC awards and female racial representation; and (3) both awards and female racial representation. These analyses were repeated for managerial and academic leader contract levels separately.

Descriptive statistics showed an overall increase in female representation in senior roles from 26.3% to 30.8% between 2012/13 and 2018/19. The representation of racial minority women also increased by 1.9%, with Asian women showing the most significant increase (1.4%). However, Black women demonstrated less consistent progress, remaining significantly underrepresented. Mixed-effects modeling revealed that Athena SWAN Silver awards were positively associated with increased percentages of racial minority and Other race senior female staff compared to non-Charter members. Bronze award holders also showed a positive association, although not statistically significant. For REC awards, Bronze recipients were significantly associated with an increased percentage of racial minority senior female staff overall. When both awards were included in the model, neither Athena SWAN Silver nor REC Bronze awards were significantly associated with overall racial minority female staff percentages. However, Athena SWAN Silver awards were associated with an increase in Other race female percentages. No significant association was found for Black, Asian, and Mixed races across the models. Separate analyses for managerial and academic leaders showed that for academic leaders, REC membership and Bronze awards were associated with increased percentages of racial minority women overall compared to non-REC members. These associations remained significant even after including Athena SWAN awards in the model.

The findings demonstrate a mixed picture of progress towards gender and racial diversity in UK higher education. While overall increases in female and ethnic minority female representation were observed, significant disparities persist, particularly for Black women. The lack of consistent progress for Black women is a major concern, given the growing diversity of the student and general populations. The study provides some evidence that Athena SWAN and REC awards have a positive, although not always statistically significant, impact on increasing the representation of women from racial minorities in senior roles. The absence of a significant negative interaction effect suggests that there is no evidence that focusing on one type of diversity (gender) negatively impacts the other (race). The more pronounced effect of the REC on academic leadership positions suggests that the challenges faced by racial minority women are particularly acute in academic career progression compared to managerial roles. These findings highlight the need for continued and targeted efforts to address the systemic barriers faced by underrepresented groups.

This study confirms that while progress has been made in diversifying senior leadership in higher education in the UK, significant disparities remain, especially for Black women. Athena SWAN and REC awards show some positive association with increasing representation of racial minority women, but more targeted interventions are needed. Future research should focus on understanding the specific structural and cultural factors hindering the advancement of Black women and other underrepresented groups. Further integration and streamlining of the Athena SWAN and Race Equality Charters might enhance their effectiveness.

The study's 7-year timeframe may not capture long-term trends, and the impact of the COVID-19 pandemic is not fully accounted for. The study also only considers Athena SWAN and REC awards, neglecting other potential factors influencing diversity. The analysis treats racial minorities as a single group, masking potential variations within those groups. Finally, the study doesn't address male ethnic minority representation or define what constitutes proportionate representation for each racial group.