This event was part of our NERUPI series on Student Characteristics in the Office for Students Equality of Opportunity Risk Register where Gypsy, Traveller, or Roma ethnic groups, or the Boater and Showmen communities are included in the section on Ethnicity. While this recognition is welcome, there are distinct differences between these groups and this event focused mainly on Gypsy and Romany Travellers.
Gypsy and Romany Travellers have been part of European and UK societies for hundreds of years. The traditional patterns of a travelling life have been eroded over time but the distinct culture based on independence, self-sufficiency, creativity and community remains strong in settled and mobile communities alike. Gypsy and Romany travellers have faced legislative discrimination as well as local prejudice making positive engagement with services such as health and education challenging and leading to very low participation in higher education.
In this session Marie Bowers provided a brief history of Romany and Gypsy Travellers in the UK along with an overview of the current situation in relation to schooling and participation in higher education. Three practice examples shared by NERUPI member universities discussed how higher education can engage constructively with local communities.
Rob Thatcher and Thamasin Young shared an insight and overview into GRT activity and initiatives taking place at the University of Surrey, ranging from primary school to extra-curricular activity to community engagement.
Sarah Finnigan and Louise Crabtree, discussed progress made since the University of Leeds signed the Gypsy, Roma, Traveller, Showmen and Boaters into HE pledge and will include information on their partnership with local organisation Leeds GATE.
Christopher Derbyshire gave an overview of generating practice in a field where there is no external agenda and discussed creating a road map and measuring the distance travelled.
See the programme here
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Marie Bowers is Technician in Charge (Physiology) at the University of Glasgow and a postgraduate researcher at the University of Aberdeen, where she is investigating the experiences of Gypsy, Traveller, Roma, Boater and Showmen (GTRBS) students in STEMM higher education. Marie uses her lived experience as a Romany scientist to inform her research. She is the founder of Science Travels, a physiology outreach project working with GTRBS young people. Marie is also Co-chair of ACERT (the Advisory Council for the Education of Romany and Other Travellers) and an active member of the GTRBS working group at the University of Glasgow.
Rob Thatcher is Head of Widening Participation & Success at the University of Surrey. Since completing his PGCSE in primary education, Rob’s career has spanned from working as a primary school teacher to coordinating disability youth work projects before settling within widening participation for the last 10 years.
Thamasin Young is a Widening Participation Officer at the University of Surrey. Having grown up in a travelling community in East London, Tham leads on GRT activity and community engagement on behalf of the Widening Participation Team.
Sarah Finnigan is an Education Outreach Lead Officer at the University of Leeds. As such she has strategic oversight for the HE outreach activity in the North West and Isle of Man. As part of the role, Sarah co-leads on the university’s commitment to the Gypsy, Roma, Traveller, Showmen and Boater into HE Pledge. Sarah has worked in access and outreach for over nine years, in both the HE sector and the third sector.
Louise Crabtree is Educational Engagement Lead Officer working in access and outreach at the University of Leeds and co-leads on the university’s commitment to the Gypsy, Roma, Traveller, Showmen and Boater into HE Pledge.
Chris Derbyshire is Partnerships Manager for Widening Participation at the University of Sussex. He champions improved future-selves including access to higher education for under-represented groups—with lead responsibilities for Gypsy, Roma, Traveller outreach, school partnerships, Primary, and attainment programmes, promoting institutional commitment to creating inclusive, pathway-opening opportunities.