Abstract
The report explores the experiences of racism faced by people of colour (PoC) academics at the University of Melbourne, the University of Sydney, and Charles Darwin University. Within and beyond academia, researchers have discussed how the legacies of colonialism and Eurocentrism continue to shape academic institutions and affect students and staff of colour in distinct ways (Casellas Connors & McCoy, 2022; Fox Tree & Vaid, 2022). While universities are positioned as key actors in fostering inclusive societies, research consistently demonstrates that they also reproduce broader societal inequalities. Within this background, this research investigates the experiences of racism encountered by PoC academics at the University of Melbourne, University of Sydney, and Charles Darwin University.
The findings reveal that racism permeates multiple levels of university governance and academic practices. Participants in this research highlight issues such as the misrecognition and undervaluing of PoC academics’ expertise; institutional racism embedded in university policies and leadership; Eurocentric biases in curriculum, research, and organisational structures, exclusionary funding and publishing practices, and their university’s failure to address these barriers. They also pointed out Islamophobia, anti-Palestinian racism, institutional silence regarding these critical issues; professional isolation, limited professional networks, and disproportionate administrative burdens, particularly affecting migrant PoC academics. The key findings are presented below:
• PoC academics frequently experienced misrecognition of their academic status, authority, and contributions, both from colleagues and students. Many reported being mistaken for students or administrative staff, having their expertise and leadership abilities questioned or overlooked, and encountering racialised assumptions about their qualifications.
• Despite formal commitments to equity and inclusion, institutional racism remains entrenched within the university’s governance, hiring practices, and leadership structures. Participants described systemic exclusion from senior academic and decision-making roles, with PoC academics routinely overlooked for promotions and leadership positions. By excluding PoC academics from leadership, the university reinforces the dominance of white institutional authority, preventing meaningful structural change.</p><p></p><p>• Participants identified Eurocentrism as a defining structural feature of their universities, shaping curriculum, student expectations and performances, research funding, publishing opportunities, and academic hierarchies in ways that systematically exclude and disadvantage PoC academics. The privileging of whiteness in knowledge production extends beyond the curriculum into funding priorities, journal publishing standards, and hiring decisions, ensuring that Eurocentrism remains embedded in every level of the academic structure.</p><p></p><p>• Participants identified research funding and publishing as one of the most significant structural barriers PoC academics face, directly shaping their career progression, leadership opportunities, and academic legitimacy. Despite these systemic disadvantages, most Australian universities do not acknowledge or adjust its assessment criteria to account for grant funding and publishing disparities. By failing to recognise these disparities, universities not only disadvantages PoC academics in hiring and promotion but also reinforces their exclusion from senior academic leadership, as research success is a prerequisite for entering decision-making roles.
• Migrant PoC academics experience social and professional isolation as they arrive without established networks in Australian academia. Career progression relies heavily on informal mentorship, sponsorship, and professional connections, yet migrant PoC academics often lack access to these networks, making it significantly harder to secure grants, advance into leadership, and navigate institutional expectations. In addition, they face unequal administrative burdens, such as visa restrictions, bureaucratic challenges, and family separation, further diverting time and energy away from research and career progression.
Recognising these challenges, some universities have taken initiatives to combat racism among students and staff. For example, the University of Melbourne introduced the Anti-Racism Action Plan (2024–2027) to combat racism among students and staff (University of Melbourne, 2024). While the university makes formal commitments to diversity (Doharty et al., 2020; Jivraj, 2020), whiteness continues to underpin notions of academic legitimacy, leadership, and knowledge production. As a result, PoC academics face systemic barriers to asserting authority, advancing their careers, and influencing institutional decisions. Drawing on participants’ experiences, we present the following recommendations:
• It is recommended that the expertise of PoC academics be formally recognised at all institutional levels. This should be achieved through the introduction of clear measurement policies, inclusive pedagogy training, and awards to ensure PoC academics are acknowledged as experts and leaders in their fields. Staff and students should be encouraged to respect the diverse communication, teaching, and leadership approaches stemming from these scholars’ cultural backgrounds.
• Universities should formally acknowledge the expertise and leadership of PoC academics in recruitment, promotion, and leadership appointments by implementing transparent and standardised assessment criteria. This approach aims to minimise institutional bias and facilitate fair evaluation of PoC academics during selection process. Additionally, establishing an independent fairness review committee to oversee, monitor, and interpret recruitment and promotion processes is crucial to reducing structural bias against PoC academics. Moreover, developing leadership training programs and peer mentoring schemes specifically for PoC academics will help them progress into decision-making roles and ensure they receive appropriate professional support throughout their careers.
• Indigenous knowledge, Global South theories, and non-Western knowledge systems are expected to be thoughtfully integrated into core university curricula at the teaching-learning level, rather than remaining confined to elective courses. This approach helps to recognise these disciplines as essential parts of a modern education, not just supplementary options. In research, revising the criteria for evaluating internal and external funding applications will create a fairer environment for Critical Race Studies and non-Western knowledge systems, reducing the current structural biases. Concurrently, universities should establish clear policies to protect faculty members from being silenced or penalised for discussing topics like whiteness, colonialism, or Eurocentrism in teaching and research, thereby safeguarding academic freedom.
• Efforts should be made to advocate for funding reforms, such as those by the ARC, at the national level, whilst adjusting expectations around success rates in institutional evaluations to acknowledge structural challenges of funding application confronted by PoC academics. Faculty promotion and review criteria should also be reformed to consider “relative to opportunity”, recognising how systemic inequalities impact PoC academics’ research output. Support systems such as editorial or language assistance and seed funding for projects using non-Western methodologies should be available to enhance the visibility and publication of more diverse research.
• A mentorship and sponsorship program could be developed, where senior academics offer guidance, connections, and support for career advancement to faculty members of immigrant backgrounds. At the same time, administrative tasks should be streamlined such as establishing dedicated visa and immigration support offices to make life easier for international scholars. The university should also foster the creation of faculty networks, small support groups, and dedicated funds for their career development, helping to reduce feelings of isolation, encourage cross-cultural collaboration, and strengthen community among PoC academics.