The first time I stepped foot in the town of St. Andrews, I immediately fell in love. The cobbled streets and quaint coffee shops, the sea breeze and castle ruins, even the seagulls overhead—it was a welcome reprieve from the cramped, cluttered streets of Los Angeles. Little research was required to discover that the academics were compatible with my goals and that the social atmosphere was a near-perfect match. Still, there was one statistic that immediately gave me pause, one feeling as I walked through town causing me to hesitate. The town brimmed with students rushing to their next tutorial or walking in and out of Rectors and professors milling about, stereotypically clutching essays to grade. There was a fervor within the small town that immediately enticed me. But only a sliver of those faces—if any—looked anything like mine.
A Google Search later informed me that 80% of St Andrews’ student population is white; despite the school’s promises of diversity and inclusion, there is no formal affirmative action policy in their admissions process. Although affirmative/positive action remains controversial, there is a clear structural and fundamental issue when the statistics staggeringly point in favor of accepting white students. Living in St Andrews after growing up in Southern California was an immediate shock, as certain aspects of California’s diversity which I had taken for granted immediately evaporated upon arrival.
As International Women’s Day approaches, the importance of intersectional feminism comes to light. With empowering women comes the need to empower women from all backgrounds, recognising the myriad ways that living within a patriarchal society affects different women. A black woman, for example, is affected by her patriarchal society in systematically divergent ways to a white woman. While immediate alterations to the university’s admissions process are not entirely plausible, there are ways to promote campus inclusivity within the framework of a university which is lacking in diversity:
- ACADEMIA/CURRICULUM
It is clear that there is a lack of diversity within St Andrews’ curriculum and academia. In English, the classics, philosophy, and music modules I’ve taken, the set texts are typically limited to those written by white men. Although the classics major is slightly restrictive in terms of race, the first I heard of a set text by a woman was in a second year module, as all the texts I read were by men—this much can be remedied. English modules I’ve taken, while more diverse in terms of gender, contain very few texts by people of color. While the inclusion of books like Jackie Kay’s Trumpet is a nod in the right direction, I was particularly disturbed by the inclusion of A Passage to India—a problematic account of British imperialism and colonialism of India, authored by a white man. Even in modules focusing on time periods which inherently provide little room for diversity, an increase of discussions surrounding the literature’s effects on contemporary structures surrounding class, gender, and race could aid promoting diversity and inclusion in academia. There is little acknowledgement of how the academic perusal of these time periods—and especially the academic prestige attached to them—has cultivated racism, classicism, and misogyny for years. In each module, I’ve noticed there is a singular week in which topics surrounding race, class, and gender are discussed at length, usually presented by a white man—thereon out, the topic of various systemic power structures is scarcely revisited. At St Andrews, the curriculum generally tends to present a westernized, eurocentric view in its academia, cutting off the opportunity for its students to expand their knowledge on different perspectives.
The largest and most effective way to remedy this is to provide the university with specific feedback and suggestions on how to improve their curriculum. At the close of each module, there is a feedback form—while it is not realistic to expect the university to promptly and holistically engage with each issue raised, it is a step in the right direction. If there is ongoing pressure to alter the curriculum, module coordinators and administrative authorities are more likely to consider a shift in their curriculum.
- SOCIETIES
St. Andrews offers a host of different societies dedicated to helping women’s empowerment, students of color and helping the LGBTQ+ community more easily connect with their culture. The most prominent clubs are Women for Women International, Feminist, BAME Student’s Network, Saints LGBT+, Empower, Equality, and St Andrews’ extensive list of cultural societies. Attending meetings helps foster a greater sense of community amongst each minority group, despite St Andrews’ lack of diversity. Even for those who are not a part of every community, supporting each club by attending events or participating in bake sales/fundraisers is an easy way to help empower people in those groups and encourages people from different backgrounds to interact more.
One issue I’ve noticed within these clubs—especially those empowering women—is a lack of racial diversity. It is more often than not that I attend a club meeting or event where the amount of people of color is scarce, if not entirely confined to myself. Amplifying the voices of women of color is vitally important in the overarching aims of feminism, and one launching point for this is more effectively and emphatically encouraging diversity within female-led clubs.
- RELATIONSHIPS/FRIENDSHIPS
One of the most prominent frustrations I’ve had since starting university at St Andrews is the frequency and quantity of microaggressions I’ve heard. In my first year at university, I was shocked at the quantity of casually racist comments I heard each day. Even some of my closest friends have unknowingly revealed subconscious biases through mildly offensive comments. While there are undoubtedly cultural differences between the US and the UK which cause certain phrases to be considered more offensive in one area, many of these microaggressions cannot be accurately reduced to cultural differences. Many students in St Andrews have grown up around people with similar identities to them and are therefore ignorant to certain prejudices and nuances. While this is understandable—it is much easier to cultivate an awareness when you’ve grown up around people from myriad backgrounds—it can be disheartening and disappointing to witness firsthand.
I’ve noticed that people tend to be hesitant to discuss the topic of race openly in fear of accidentally saying something offensive. This is understandable, but ultimately unproductive, since there can be no hope of increasing awareness if people skirt around uncomfortable topics. One of the most effective ways to promote diversity is by listening—by stifling the inclination to get defensive when these topics are broached, by being open to criticism, and willing to adjust your behavior or reflect when you make those around you uncomfortable. Although many comments I have heard are not overtly or overwhelmingly offensive and have barely altered my perception of those saying them, they culminate over time and generally decrease my comfort level in St Andrews. Topics surrounding race, socio-economic status, sexuality, gender, mental health, etc. are not often introduced, but undoubtedly involve power systems which heavily affect those around you. Ultimately, actively listening to those around you is the most effective method in promoting inclusivity at St Andrews and one of the most effective ways to ultimately engender positive change. While the lack of diversity at St Andrews can at times be frustrating, there are ways to stay connected through shared cultures and experiences and help empower those around you.