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This discrepancy, known as the ‘ethnicity awarding gap’, persists despite gaining considerable attention from policymakers and scholars, and has implications for students entering graduate-level jobs or progressing to postgraduate courses (Gabi & Gomes, 2022). This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. So far, efforts to narrow the awarding gap have predominantly focused on decolonising the curriculum, which is vital (Gabi et al., 2022; Miller et al., 2023). Still, it is also crucial to recognise personal tutoring as a pivotal and often underestimated usa consumer email list role in addressing the awarding gap. The personal tutoring role, representing the sole regular and continuing contact between student and institutional staff, can provide students with a joined-up experience, enabling them to navigate the ever-changing academic landscape. As such, personal tutoring could be a catalyst for racial equity and an antidote to the racial awarding gap.

Literature and critical analysis, our scoping review highlights ways personal tutoring can drive transformational change in higher education when aligned with principles of equity. We examined (a) the current context of the degree awarding gap, (b) the conceptualisation of personal tutoring in higher education, (c) how personal tutoring can contribute to closing the racial equity gap, and (d) the implications of the findings for personal tutoring policy, practice and future research.