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Dr Paul Ian Campbell is  a multiple award winning academic and Associate Professor in the sociology of race and inclusion at the University of Leicester, Visiting Professor at the University of South Wales, Loughborough and the OU, and a National Teaching Fellow. He is one of the leading voices on race and assessment in the UK and also Academic Advisor for the Centre for Transforming Assessment and Student Outcomes (TASO) and supports over 10% of the UK HE sector in addressing racial inequalities in their curricular and assessment processes and policies. Prior to this, Paul was the Inaugural Director of the University of Leicester Institute for Inclusivity in HE, which oversaw Leicester's 4% reduction in the race award gap.  Paul's latest book, Race and Assessment won the British Education Research Association book of the year for 2025.

Abstract

 There is a current dearth of sociological and empirically substantiated evidence as to what works with regards to equalizing the uneven educative experiences of racialized students in higher education across all disciplines. There are even less empirically substantiated answers to what works with regards to addressing the barriers specifically manifest within HE assessment and related practices that are experienced by domicile students of colour in UK Higher Education Providers (HEPs).

Drawing on the findings of the first holistic, large-scale, UK, multi-institution and mixed-methods evaluation of an intervention explicitly designed to reduce the racialised barriers that exist within HE assessment, presented in my recent book 'Race and Assessment in Higher Education' (Emerald), this paper explores the answers to these questions. Utilising Ahmend and Cushing (2021) 'ideal student' frame, this talk shines light on the Racially Inclusive Practice in Assessment Guidance Intervention’s (RIPIAG) impact for improving (1) Teaching staff’s ability to identify and reduce the racialised inequities that are manifest in their assessment practice. (2) Students from minority-ethnic backgrounds’ experiences of assessment. And (3) its capacity to foster a reduction in the race award gap in student outcomes in assessment at the module level across all types of assessment in all disciplines. In doing so, this paper provides a case-study example of how to move from sociological enquiry to measurable change.

Recent Publications

Campbell, P. I., Maloney, M., & Leslie-Walker, A. (2026). The intersections of race and gendered stereotypes within the constructions of digital women footballers in video games. Identities, 33(2), 159–179. https://doi.org/10.1080/1070289X.2025.2458397

Campbell, P. I., & Thompson, A. (2025). She Plays ‘With a Bit of Anger!’: Natural Athleticism and Misogynoir Stereotypes Within Mediated (re)Constructions of Black and White Women Footballers in Soccer Matchday Commentary. Communication & Sport, 0(0).

Campbell, Paul Ian, Marcus Maloney, and Anika Leslie Walker, '‘Attributes of Oppression’: The Quantitative Construction of Black Female Footballers in FIFA22' (20 Mar. 2025), in Shakuntala Banaji, and Janelle Joseph (eds), Media, Entertainment, and Sport, in Meena Dhanda (ed.), Oxford Intersections: Racism by Context

Campbell, P. I (2024) Race and Assessment in Higher Education: From Conceptualising Barriers to Making Measurable Change Bingley: Emerald (link)