We call on universities to pay attention to the way

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I conclude that some female Muslim teachers actively pursue teaching to challenge negative stereotypes around Muslims; FMTs face pressure to adapt to their settings from both students and staff; FMTs have a potentially transformational role in challenging the stereotypes of Muslims with Britain’s multicultural youth. This is further reinforced by my current experience of working with saudi arabia email list Muslim trainee teachers in my role as a PGCE tutor in higher education in the UK.


Call to action

HE is ‘experienced’ by racially minoritised students, particularly in their encounters with institutional structures and relationships in educational spaces. Less visible processes, such as the impostor phenomenon, also contribute to awarding gaps. Equally, under0representation and dynamics of in/visibility contribute to racialised students’ marginalisation. The findings from our studies triangulated well, pointing to a multidimensional, systemic problem in urgent need of resolution.