NEW RESEARCH ON ASIAN ARCHITECTURE STUDENTS
(Friday 21 May 2004)

The Commission for Architecture & the Built Environment (CABE) has today launched the results of a unique study carried out by the Policy Studies Institute into the experiences of black and minority ethnic (BME) students in architecture. The study was established to review BME application rates to schools of architecture and factors influencing their applications, and to look at BME students' experience of the architectural education process and in obtaining employment afterwards.

A review of existing quantitative data revealed that:

· BME students are well represented on architectural courses, making up around 18% of all architecture undergraduates (compared to 16% of all undergraduates), and that some communities (for example Chinese) are represented above their representation in the population as a whole at first degree level

· There are fewer BME students at the advanced levels of Parts II and III of architectural schools, compared with Part I. This suggests that BME students are more likely to drop out from Part I than white students

· There are some differences in student profiles, both between white and BME students, and within BME categories. For example, at first degree level, Black African and Black Caribbean students are older, are more likely to have held non-traditional qualifications at entry, and are more likely to study part-time

· White students in architecture are more likely to come from social class 1 ('professional'). White students are also four times more likely to obtain first class first architectural degrees than BME students

· Architecture continues to be predominantly a male profession . Even at entry level the percentage of women is unrepresentative of the population as a whole - and it is particularly low in comparison with other comparable professions such as law and medicine.

Sunand Prasad, CABE Commissioner and Chair of the Steering Group, said: 'The under-representation of minority ethnic groups in architecture has given rise to concern for a number of years. Encouragingly this new study seems to suggest that BME students are well represented on architecture courses, making up around 18 per cent of all undergraduates.

However, there is a worryingly large drop out rate, which suggests that many BME students' experiences of architectural education are disappointing. Even if all these students went on to become architects, it would still be decades before these levels of representation applied to the profession as a whole, as currently only 2 per cent of registered architects are non-white.'

A range of one-on-one interviews were also conducted with students, these revealed:

· Many interviewees, especially women and BME students, had received poor careers advice and most interviewees felt that people are not encouraged to consider architecture as a career option at school

· The research identified a perception that students from BME backgrounds were not often encouraged to become architects, because of lack of familiarity with the profession and a shortage of role models

· Concerns were expressed about the length of architectural training, and the related financial burdens, especially as the intensity of the course was felt to be incompatible with part-time work

· The style of teaching was generally regarded as combative, and heavily reliant on tacit knowledge, which worked to the advantage of those already familiar with the profession. The crit system, in particular, was seen as culturally specific, and alienating for many BME students

· A range of factors influenced which schools students applied to, including reputation and curriculum issues. Some BME students chose schools with a diverse profile, often in London, but this tended to increase financial pressures, while those at schools outside London sometimes felt isolated

· Some BME students felt that some courses were overly focused on Western traditions of architecture. This included, for example, an assumed familiarity with a range of European building styles.

During interviews there were a number of reasons given for the higher dropout rates for BME students compared to their white counterparts. These included, the restrictive costs of a seven-year training period, the difficulty of finding and working in an architecture practice and for some the isolating effect of being the sole or one of only a few students from a BME background. Some people had experienced direct discrimination on the grounds of race or gender at university or in the workplace, while others had undergone a more subtle process of isolation and undermining, but both could lead to them leaving the profession or failing to realise early potential.

The study includes a number of recommendations following the issues raised by the data review and student interviews. Amongst them, raising the profile of architecture to make the profession more diverse and attractive, much better data collection, the importance of role models and improvements in communications between students and institutions. Further work is now being carried out by CABE on BME experiences within the profession once they have qualified.

For further information visit www.cabe.org.uk

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