Introduction

University equality and diversity policy and strategies are at high risk of becoming quickly obsolete and unactionable in their relevance, solutions and implementation (a theme noted in Bhopal & Pitkin, 2020). Commitments have been made since the implementation of the Equality Act 2010. This area of interrogation highlights actions that can be made to ensure that all equality and diversity strategies are embedded with intersectionality at the heart of their development.

Wilkinson and Picket’s book The Spirit Level (2009) showed evidence of the levels of inequality experienced in the US and triggered a debate in the UK where the Equality Act was passed in 2010. To comply with legal requirements regarding discriminatory practices, HEIs were obliged to produce policies on good practice in a range of areas including processes of recruitment and appointment (ECU, 2012). Universities commit themselves to EDI issues as a result of legislation. However, this leads to promoting ideas about achieving one’s potential, and presenting themselves as meritocratic (Crozier, 2018). Research has shown a different kind of story. The symbolic commitment to diversity is revealed in Sara Ahmed’s findings in her book, On Being Included (2012). It demonstrates how diversity has been institutionalised in universities, where Whiteness and privilege conceal how racism operates and resistance to change regarding equality is expressed as a ‘brick wall’. The injustice experienced in neoliberal societies is replicated in universities and is central in Danny Dorling’s Injustice (2021), June Sarpong’s Diversify (2017), Kalwant Bhopal’s White Privilege (2018), and Nicola Rollock’s, Staying Power (2019). Scientifically speaking, people of colour are told that there are minimal differences between races (Saini, 2021; Rutherford, 2020). However, Black, Asian and minority ethnic academic staff continue to experience discrimination and exclusion exemplified by the small number of Black, Asian and minority ethnic staff at professorial level (Bhopal & Jackson, 2013; Bhopal, 2014; 2015; Arday, 2015). In 2017– 18, Black, Asian and minority ethnic staff progression stood at 13 per cent and universities began to investigate the barriers through collaboration between leaders, staff and student unions (LFHE, 2017; SOAS, 2018).