The persistent Black awarding gap in UK universities signals deep-rooted structural inequities that continue to affect the academic outcomes of Black students. While unconscious bias training has become a widespread institutional response, it has been critiqued for offering a limited and individualised solution to a complex, systemic issue. This study explores more substantive approaches to addressing the awarding gap, with attention to curriculum inclusivity, equitable assessment practices, and the creation of supportive learning environments.

Adopting a Narrative Case Study approach, the research draws on qualitative data from interviews with nine Black students (current undergraduates and recent alumni) and eight academic staff members at a single UK university. Participants were selected through purposive sampling based on their lived experience or professional engagement with equity-related issues in higher education. This methodological approach allowed for an in-depth exploration of how institutional structures, pedagogical practices, and cultural assumptions shape the academic experiences of Black students.

The study offers rich, contextualised insights rather than generalisable claims. While participants acknowledged some positive institutional initiatives, many narratives revealed ongoing challenges such as feelings of exclusion, lack of cultural representation in the curriculum, and limited dialogue around race and attainment. Staff perspectives reflected varying levels of awareness and engagement with equity work, highlighting both opportunities and resistance within the system.

Although limited in scale, this study underscores the value of narrative-based, context-sensitive approaches to understanding and addressing racial disparities. It advocates for institutions to move beyond performative measures and to embed equity within the everyday fabric of university culture through sustained, systemic change.

Keywords: Black Awarding Gap, Systemic Racism in Higher Education, Critical Race Theory (CRT), Inclusive Curriculum and Assessment, Narrative Inquiry.