ABSTRACT
This chapter presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book presents a relevant reminder that the higher education sector has already confronted uncomfortable questions concerning assessment. In the 1970s, academics, male and female, were shown that if a marker knew that the sex of an assignment author was female, this would depress her marks. Male students were also seen more as postgraduate material and tipped about opportunities from which women were informally obstructed. One possible explanation for the attainment gap is that a similar dynamic is happening with Black and minority ethnic' (BME) students. Black and minority ethnic' clusters ethnic categories together to form a super-category. The stereotype threat' that forms a shadow around the experiences of BME students involves dealing with people who might be thinking that BME students can be typified in some way.
