What are the current proposed policies?
This page lists the Policy Proposals going forward to the next Student Panels. Please note that we undergo a review process with the proposers before the panels and so these are liable to change:
Should the LSESU and PfAL (Programme for African Leadership) collectively work to mitigate and eliminate diversity and inclusion challenges faced by minorities on campus?
Student diversity and inclusion in the following enduring areas that adversely impact African students at the LSE:
1) Lack of diversity and inclusivity: African students, as a minority group within the LSE, may confront feelings of inadequacy or imposter syndrome if the institution’s faculty, staff, and curriculum fail to adequately reflect diversity and inclusivity. A lack of representation can erode our sense of belonging within the academic community.
2) Bias and discrimination: Regrettably, African students may encounter prejudices and microaggressions fuelled by racism and bias which can negatively impact our academic, and social experiences.
3) Feelings of isolation and access to support: the geographical and cultural distance from home communities can lead to profound feelings of isolation among African students. This coupled with challenges of adapting to a new environment, cultural shocks and language barriers, can sometimes hinder our ability to connect with our peers and seek support. African students may be less inclined to seek essential support services in mental health, academic challenges and/or career guidance due to stigma and cultural norms surrounding these issues; which may further undermine their overall wellbeing and academic success.
Our response to these enduring concerns is ‘UBUNTU’. Ubuntu is an African philosophy of togetherness, equality and humanity. Therefore, we believe, initiatives such as prioritising diversity in all spheres such as the faculty/staff hiring process, food options available at the cafeterias, career and wellness services available, providing training to promote inclusive behaviours and/or auditing the curricula to expand it beyond the androcentric and eurocentric ideals will go a long way.
We propose the following interventions:
1) Inclusion of African food and snacks at the cafeterias.
2) Prioritise diversity in the faculty/staff hiring process.
3) Review of study literature, curricular and reading lists to better reflect the African perspectives.
4) Introduction of a diversity and inclusion course and community spaces that will promote participation and diversity across the LSE community aimed at fostering a more inclusive environment for all international students, notably Africans.
5) Greater support for students over the course of the dissertation period
6) Creation of a diversified and racially inclusive support service team (i.e careers and wellness) that understands the peculiarities and contexts of African students.
Should the LSESU lobby LSE to administer self-certified extensions for students?
Issue: Although those with disabilities get adjustments, many are undiagnosed, waiting for years for an assessment (often for neurodivergency) or do not meet the criteria even if it adversely affects their studies (often those with short-term conditions)
- LSE may be trying to maintain academic rigour with stringent exam practices, but this may be detrimental to students' wellbeing
- There is no correlation between UK University league table position and their extension policy (own research; can provide)" LSESU to lobby LSE to facilitate a 48-hour self-certification extension twice a year
Solution: LSESU to lobby LSE to facilitate a 48-hour self-certification extension twice a year
Should the LSE library be a silent library completely
Issue: The issue I am trying to solve is the lack of a conducive study friendly library at LSE. LSE library is the only loud library I have come across. It is extremely difficult to sit and concentrate on work when there is so much noise around. Silent zones are so futile if the adjacent zones are spaces where students can discuss and talk loudly in groups.
Solution: Instead of silent zones, we could have zones and rooms for students to discuss in groups and convert most of the library space into a silent and study friendly atmosphere.
If you would like to oppose any of the above proposals, or you would like to speak (or recommend someone to speak) at the Student Panel as an expert or person with lived experience, please get in touch at email@example.com
If you would like to hear the discussions surrounding whether the above policies are approved, please come along to our next Student Panels as an observer!
Find out more about the Policy Proposal and Student Panel process here.