Systematic Review of the Experiences and Mental Health Outcomes of Ethnic Minority (BAME) Academics in Non-Traditional Higher Education
DOI:
https://doi.org/10.55640/eijmrms-05-11-05Keywords:
BAME academics, higher education, structural racism, career progression, mental health, job satisfaction, systematic reviewAbstract
Background
The marginalisation of Black, Asian, and Minority Ethnic (BAME) academics within UK higher education (HE) has been well documented, with extensive research revealing structural racism, exclusionary institutional cultures, and restricted opportunities for career progression. However, little is known about how these experiences manifest within non-traditional or alternative higher education institutions (HEIs)—an increasingly significant component of the UK’s widening participation landscape. This systematic review critically examines and synthesises existing literature on the experiences, challenges, and mental health outcomes of BAME academics in UK higher education. It also identifies gaps in empirical knowledge, particularly concerning non-traditional HEIs.
Methods
Following the PRISMA 2020 guidelines, systematic searches were conducted in six bibliographic databases—Web of Science, PubMed, Scopus, EBSCOhost, PsycINFO, and CINAHL—to identify studies published between 2010 and 2025. To ensure comprehensive coverage, additional searches were performed on publisher platforms such as ScienceDirect and Google Scholar for potentially relevant studies not indexed elsewhere. Inclusion criteria focused on peer-reviewed research exploring the experiences, challenges, or mental health of BAME academics in the UK. Sixteen studies met the inclusion criteria and were appraised using the Critical Appraisal Skills Programme (CASP) checklist to assess methodological quality and rigour.
Results
Six primary themes were identified, with the following percentage occurrence across the studies: structural racism and systemic inequality (75%), employment practices and career progression (75%), racial microaggressions (37.5%), mental health and emotional labour (31.3%), coping strategies (18.8%), and job satisfaction (18.8%). Collectively, the evidence highlights entrenched institutional racism, precarious employment conditions, limited career advancement, and considerable psychological strain among BAME academics—often compounded by a lack of mentorship and leadership opportunities. While some studies documented resilience and collective coping strategies, the absence of institutional accountability continues to sustain racial inequities across the sector. Notably, no studies were identified that specifically addressed BAME academics within non-traditional or alternative HEIs, underscoring a critical gap in current scholarship.
Conclusion
This review demonstrates a persistent lack of empirical insight into the experiences of BAME academics outside traditional universities. Future research should adopt a comparative approach to examine whether non-traditional HEIs foster more inclusive environments or replicate existing hierarchies of exclusion. Addressing these gaps is essential to promoting equitable career pathways, supporting mental wellbeing, and realising the UK higher education sector’s commitment to genuine diversity and inclusion.
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Copyright (c) 2025 Kennedy Oberhiri Obohwemu, Nchindia Atabong Christian, Tayo Oluwadamilola, Kachitsa Leyman Charles, Sahoo Subhadarsini Supriya, Osinubi Olusunmola
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