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1. Introduction: The Owl of Minerva Has Flown: Can Equity and Diversity be Done for Success in Higher Education Now?.- Part I. A Review of the Past and a Look into the Future.- 2. The Myth of Academic Underperformance and Notions of Truth 52 Years After the Passing of the Race Relations Act 1968: In Conversation with Dame Jocelyn Barrow.- 3. A Diverse Society Needs Diverse Solutions.- 4. What We Don’t, but Should Know.- 5. Decolonisation or Empowerment in Higher Education?.- 6 Travelling Between Historical Memory and the Current Predicament of Educational Reforms in Higher Education: A Transnational Perspective.- 7. Fencing the Race: Responding to the Past to Help Shape the Future. Part II. Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum.- 8. Decolonising Academic Spaces: Moving Beyond Diversity to Promote Racial Equity in Postsecondary Education.- 9. Towards the Unmaking of Canons: Decolonising the Study of Literature.- 10. “Merit”, “Success” and the Epistemic Logics of Whiteness in Racialised Education Systems.- 11. Decolonising the Academy: A Look at Student-Led Interventions in the UK.- 12. On the Fallacy of Decolonisation in Our Higher Education Institutions (HEIs).- 13. Diversify or Decolonise? What You Can Do Right Now and How to Get Started.- Part III. Big Data: Am I a Name or Number?.- 14. The Unknown Student, and Other Short Stories: An Ethical and Methodological Exploration of Students as Data.- 15. Turning Big Data into Informed Action.- 16. Using Data-Driven Approaches to Address Systematic Awarding Gaps.- Part IV. Identity and Belonging for Outliers, Space Invaders and Others Within the Brick Walls.- 17. Recruitment, Retention and Progression: Navigating the Flashpoints of Gender, Race and Religious Discrimination in Higher Education.- 18. Reflections on Redressing Racial Inequalities, When Teaching Race in the Sociology of Sport and Physical Education.- 19. Fighting Back While Black: The Relationship Between Racialised Resistance and Well-Being.- 20. In Whose Interest Is ‘Training the Dog’? Black Academics’ Reflection on Academic Development for ‘Access and Success’ in a Historically White University in South Africa.- 21. Understanding Critical Whiteness Studies: Harmful or Helpful in the Struggle for Racial Equity in the Academy?.- 22. Who Feels It Knows It! Alterity, Identity and ‘Epistemological Privilege’: Challenging White Privilege from a Black Perspective Within the Academy.- 23. Many Rivers to Cross: The Challenges and Barriers Facing Aspiring Black, Asian and Minority Ethnic (BAME) Leaders in the Academy.- 24. Understanding and Interrupting Systemic Racism: A ‘Race Equality Receipt’ as a Mechanism to Promote Transformational Conversations and Stimulate Actions to Redress Race Inequality.- 25. Sowing the Seeds: Embracing and Re-imaging a More Racially Inclusive Academy. 

<div><b>Dave S. P. Thomas</b> is Doctoral Researcher and Diversity Practitioner at University of Kent, UK. He is also an Occupational Therapist and Public Health Specialist, Consultant to AdvanceHE in diversity and inclusion and a member of the United Kingdom Health and Care Professions Council EDI Forum.&nbsp;<br></div><div><b><br></b></div><b>Jason Arday</b> is an Associate Professor in Sociology at Durham University, UK, a Visiting Research Fellow at The Ohio State University, USA and an Adjunct Professor at Nelson Mandela University, South Africa. He is a Trustee of the Runnymede Trust and the British Sociological Association.<br>

<div><div>"There has never been a more critical time for this collection of incredible academics and thought leaders to come together to voice their experiences and ideas on equity and diversity. The range and variety of perspectives expressed are refreshing and insightful and reflect the complexities of race and racism in the higher education sector. This book should not just be read, it should be used as a tool for action. If it is utilised in this way, it could have a huge impact on the sector and change the way that we work within institutions."&nbsp;<br></div><div>—<b>Paulette Williams</b>, University College London, UK</div></div><div><br></div>​This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice.<br><div><br></div><div><div><b>Dave S. P. Thomas</b>&nbsp;is Doctoral Researcher and Diversity Practitioner at University of Kent, UK. He is also an Occupational Therapist and Public Health Specialist, Consultant to AdvanceHE in diversity and inclusion and a member of the United Kingdom Health and Care Professions Council EDI Forum.&nbsp;<br></div><div><b><br></b></div><b>Jason Arday</b>&nbsp;is an Associate Professor in Sociology at Durham University, UK, a Visiting Research Fellow at The Ohio State University, USA and an Adjunct Professor at Nelson Mandela University, South Africa. He is a Trustee of the Runnymede Trust and the British Sociological Association.<br></div>

Examines and deconstructs understandings of structural inequalities in Higher Education Institutions. Illustrates the connections between historical events and discourse and racialized acts of violence. Calls for a redistribution of power across intersectional and racial lines in the academy