Voluntary leadership positions at university can transform the lives of students, enhancing their personal and professional development and opening the doors for future employment. But Black and other ethnic minority students face hurdles as leaders. Rawleka Wilson and Leslie Morrison Gutman share seven key themes from qualitative interviews with six ethnic minority student leaders at university and offer strategies for positive change.
When students take on a voluntary leadership position at university, they can have a profoundly transformative experience. Student leaders learn skills and access opportunities that are valuable for their own development and future employment. For ethnic minority students, this journey can be filled with unique challenges and emotional hurdles that shape their growth, perspectives and trajectories. At the same time, it is often a journey marked by resilience, innovation and the breaking of barriers. However, there is almost no research capturing the lived experiences of ethnic minority student leaders at university. Here we share seven key themes from qualitative interviews with six ethnic minority student leaders at university and offer strategies for positive change.
1. The weight of representation
Many ethnic minority student leaders noted feeling the weight of representation. One participant shared, “When you’re one of the few people in your community or race, you often feel that you’re representing your entire race”. This sentiment was echoed by another, who noted, “If one of my white friends did something wrong, it would just be ‘Johnny made a mistake’. But if I did something wrong, it would be ‘the Black guy messed up’.”
This additional pressure can be overwhelming, especially for Black male students who feel that any mistakes on their part can reinforce negative stereotypes. As one participant noted, “I think we have this feeling in the back of our heads that if we mess up, we’re representing Black men wrong”.
Strategy: Instead of having one student fill one position, consider co-leadership positions so students can apply for the position together, sharing the responsibility.
2. Impostor syndrome and tokenism
Impostor syndrome is another common experience shared by ethnic minority students. This is exacerbated by the perception that their achievements are attributed to fulfilling diversity quotas rather than their merits. One participant reflected: “When you’re of a minority, they often assume that you got that position because you’re a minority… sometimes feeds into your head again, and then you start thinking, is that actually true?”
This experience is closely tied to feelings of tokenism, where students feel that their presence in leadership roles is more about meeting diversity quotas than genuine inclusion. As one participant put it, “Minorities only exist when they kind of need them,” highlighting the frustration of being seen as a symbolic figure rather than being valued for their unique contributions and abilities.
3. Dual minority status
For some students, being a minority within a minority—such as being Black and Irish—can lead to a heightened sense of isolation. One participant reflected, “the makeup of our cohort, yeah, there are a lot of black and brown faces, but most of them are international students and went to private school.”
This dual identity can create unique challenges, as these students navigate both racial and cultural differences as student leaders. Students remarked that they felt that although universities boast of having diversity within their student leadership positions, in reality, this diversity reflects international rather than UK students, therefore “people in the local community of that university aren’t actually being served…”
Strategy: Themes 2 and 3 can be tackled through a sense of belonging. This can be enhanced through events that aim to improve collaboration and cooperation among student leaders. A brainstorming workshop or a hackathon are examples of such activities.
4. The power of representation
Representation in leadership is more than symbolic. It is essential for fostering an inclusive community. When ethnic minority students see themselves reflected in leadership roles, it not only impacts their aspirations and sense of belonging but also ensures that their unique perspectives are considered in decision-making processes.
One participant observed, “Looking around in these spaces, they’re very white, especially in senior leadership.” They shared, “Something that is very basic to someone who shares some sort of connected struggle of being a person of colour, for example, wouldn’t even be thought about by others. It becomes annoying because you feel like you always have to put those things on the agenda”. The participant further noted that the constant need to advocate for issues specific to ethnic minority communities is often exhausting and limits how much they feel they can discuss these topics.
Strategy: Run student leadership workshops that showcase ethnic minority student leaders who discuss their experiences.
5. Barriers to wealth and connections
For many ethnic minority students, a lack of financial support and social connections pose significant barriers to leadership. These barriers are often deeply entrenched and can make the path to leadership seem daunting, if not impossible. However, understanding these obstacles is the first step towards finding ways to overcome them. For some, the journey to student leadership begins from a position of disadvantage. As one participant shared, “If you’re starting from zero, it’s very hard to climb the leadership ladder because you need financial support, which many don’t have”. This lack of financial support can limit opportunities for networking, professional development and the ability to take on unpaid leadership roles that are often crucial stepping stones.
The importance of connections in the academic world cannot be overstated. Another participant noted, “A lot of it is about who you know and not what you know… if you’ve grown up in a family, let’s say your dad was a professor… the level of advantage that gives you when just being able to e-mail somebody and knowing that they respond… is something that a lot of people in minority groups don’t have, especially if they’re coming from immigrant backgrounds”. Without these connections, ethnic minority students often find themselves at a disadvantage, lacking the mentorship and opportunities that are more readily available to their non-minority peers.
Strategy: Ensure all student leadership positions include a stipend for their time and create networking events that ensure mixing such as “speed meetings”.
6. Bureaucratic barriers
The frustration of dealing with complex, slow-moving administrative processes adds another layer of difficulty to an already challenging journey. One participant expressed their dismay with these barriers, stating that they are often asked to “wait and see” and that “I feel like it is patronizing when you get hit with the bureaucratic obstacles, because it’s unspoken [that] they just don’t want to do anything about it”.
These barriers can make it difficult for ethnic minority students to enact meaningful change or even to participate fully in leadership roles. The sense that their efforts are being stifled by bureaucratic inertia can lead to feelings of frustration and helplessness.
Strategy: Simplifying administrative processes, ensuring transparency and accountability, as well as providing clear support systems are essential steps that institutions must take to empower minority ethnic students and allow them to lead effectively.
7. Social networks as enablers
Social networks can encourage ethnic minority students to engage in leadership positions by providing practical support, emotional encouragement and a sense of belonging. In the face of the barriers previously mentioned, the presence of a supportive network can be the difference between struggling alone and thriving in leadership roles.
One participant highlighted the significance of social networks in overcoming barriers to leadership: “I think looking back what I would have or should have done was maybe talk to a few of my friends and not go through it alone”. This reflects a common experience among minority students who often feel isolated in their leadership journeys. Having peers to share experiences with can alleviate the emotional burden and provide a sense of solidarity that is crucial in navigating leadership roles. Strong social networks can empower students to push back against tokenism and advocate for real change, knowing that they have the support of their peers and mentors.
Strategy: Have a buddy system, where previous/more experienced student leaders can support new/less experienced student leaders.
In conclusion, there is a strong sense of determination among ethnic minority students to break through barriers to leadership positions. They seek mentorship, peer support networks and the opportunity to demonstrate their capabilities through their achievements. They challenge tokenistic practices and impostor syndrome, proving that they have earned their positions through hard work and talent. Their success serves as a powerful reminder that they belong in these roles and are instrumental in creating a more inclusive and equitable environment for future leaders.
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- This blog post represents the views of the author(s), not the position of LSE Business Review or the London School of Economics and Political Science.
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