I was the only Asian woman studying geography in my year group

3 September 2026

Read time: 10mins

‘The future of the subject depends on ensuring that talented young people from every background can see geography not only as a subject they study, but as a space where they can thrive, contribute and lead. The progress made so far shows that change is possible; the challenge now is to ensure that the journey does not end at GCSE but continues all the way into Higher Education and beyond.’

Shireen Gardee

For more than two decades, concerns have been raised about the lack of diversity within geography in higher education.

Professor Vandana Desai of Royal Holloway University highlighted this issue in her influential work on Black and Minority Ethnic (BME) students and staff in British Geography, arguing that despite the popularity of the subject, geography has struggled to attract, retain and progress students from ethnic minority backgrounds and remains a predominantly ‘white’ discipline. She described the ‘whiteness’ of geography as a significant equality and diversity challenge and called for greater efforts to widen participation and representation across the subject. (Black and Minority Ethnic (BME) student and staff in contemporary British Geography and Black and Minority Ethnic (BME) student and staff in contemporary British Geography).

Having taught geography for over 23 years, I had hoped that attitudes towards people of colour in academia would change significantly. I believed society would be more accepting and that geography would have become a more representative discipline. While progress has certainly been made, it is disappointing that many of the barriers I encountered as a student still exist today, often in different forms.

My own experiences, alongside those of my former student Mariamsarah, who graduated with a First in geography from Queen Mary University of London, demonstrate that the challenges surrounding diversity, belonging and representation in geography remain far from resolved.

When I began my geography degree in 1998, my family questioned the value of my choice. Within the British Asian community, degrees such as medicine, law and accountancy were regarded as prestigious pathways with clear and respected careers. Geography, by comparison, was often seen as an uncertain option, with teaching considered one of the few obvious destinations. Studying at a Welsh university in a rural setting only intensified concerns from relatives, who struggled to understand why I had chosen a subject and a location that appeared so distant from their expectations.

Arriving at university, I quickly became something of a curiosity. I was the only Asian woman studying geography in my year group. People seemed to know who I was before I had met them, largely because I stood out so visibly. While I formed strong friendships, I also witnessed fellow Muslim students leave and transfer to universities in London after experiencing racism and bullying. Disturbingly, abuse ranging from racial slurs to being called a ‘Taliban terrorist’ was often met with a quiet acceptance rather than meaningful intervention.

Later, during my PGCE at the University of Nottingham in 2003, I once again found myself as the only Asian trainee on the course. As a young Muslim woman entering the profession, I was regularly met with surprise and scepticism. Throughout the early years of my career, I often felt that my competence was scrutinised more heavily than that of my peers. A lingering sense of imposter syndrome developed, one that never completely disappeared.

Fifteen years into teaching, as a Head of Geography, I began to notice greater diversity among teachers entering the profession. Yet assumptions about who ‘looked’ like a Head of Geography still surfaced. On occasion, staff and students would mistakenly assume that my deputy, a tall, young white male with a traditional English accent, held the leadership role rather than I. These moments may seem minor, but they reveal the enduring stereotypes that continue to shape perceptions of authority within education.

Teaching in a diverse London girls’ school presented a different set of challenges. Encouraging students to continue with geography at key stage 4, A level and eventually university often required conversations not only with students but also with families. Residential fieldwork, a cornerstone of geographical education, became a particular concern for some parents who were uncomfortable with the idea of their daughters staying away from home. As a department, we adapted by increasing day trips and redesigning schemes of work to ensure meaningful fieldwork experiences remained accessible.

However, fieldwork also exposed another uncomfortable reality. During visits to predominantly ‘white areas’, students frequently encountered awkward comments, stares and assumptions. The most troubling example came during an A level field trip, shared with another school, where several of our students experienced both verbal and physical abuse.

As Mariamsarah recalls, growing up in London had largely sheltered her from overt racism because of the city’s diversity. Yet on that trip she was called a ‘jihadist’ and subjected to hostility from students her own age. What shocked her most was that these individuals were also geography students. The experience left her questioning whether continuing with geography at university would mean encountering similar prejudice in the future. At the same time, she was repeatedly told that geography was an ‘unemployable’ degree, further undermining her confidence.

Despite these challenges, Mariamsarah chose to pursue geography. She has since found the subject intellectually rewarding and transformative, providing opportunities for personal, academic and professional growth. Her reflections raise an important question: does the lack of diversity within geography contribute to the normalisation of stereotypes and prejudice that some students experience? It is a difficult question, but one the discipline must confront honestly.

Recent data presented at a conference held at Royal Holloway, University of London organised in partnership with the South West Geographers network (June 2026) highlights both progress and ongoing concerns. At GCSE level, geography has become significantly more representative. Entries have increased from 180,000 in 2010 to almost 302,000 in 2025, with uptake rising from 26% to 42% of young people. Participation among ethnic minority groups is strong, including a 52% uptake among Chinese students, 42% among White students and 37% among Black/Black British students. These figures demonstrate that geography is no longer solely perceived as a white, middle-class subject at school level.

The concern, however, lies in progression. Between GCSE and A level, a significant narrowing occurs. Ethnic minority students are less likely to continue studying geography than expected. For example, Asian students represent 3.5% of A level geography entries compared with an expected 5.1%, while Chinese students account for 6.7% compared with an expected 8.3%.

By university, the gap becomes even more pronounced, with geography attracting fewer students from ethnic minority backgrounds than comparable disciplines such as sociology, politics, economics and anthropology. The challenge facing the discipline is therefore not recruitment into GCSE geography, but retention and progression throughout the educational pipeline.

These statistics closely reflect what many teachers and students have observed first hand for years. Geography captures the interest of diverse young people, yet somewhere between school and higher education, many students decide the subject is not for them. Family expectations, concerns about employability, a lack of visible role models, experiences of exclusion and limited representation within university departments all contribute to this loss of talent.

Yet there is reason for optimism. The increasing diversity at GCSE demonstrates that young people from all backgrounds are engaging with geography and recognising its relevance. Geography has never been more important in helping society understand climate change, migration, inequality, urbanisation, geopolitics and sustainability. The subject offers vital perspectives on the challenges shaping our shared future.

The task now is to ensure that those who choose geography can see themselves within it. Universities, schools, professional bodies and geography departments must continue to address representation, tackle racism, diversify curricula, improve progression pathways and create environments where all students feel they belong. If we succeed, geography will become stronger, richer and more relevant as a discipline.

As Mariamsarah reminds us, geography needs diversity because diversity strengthens geography. The future of the subject depends on ensuring that talented young people from every background can see geography not only as a subject they study, but as a space where they can thrive, contribute and lead. The progress made so far shows that change is possible; the challenge now is to ensure that the journey does not end at GCSE but continues all the way into Higher Education and beyond.

Written by Shireen Gardee, Head of Geography Department at Bentley Wood High School for Girls (left), and her former student Mariamsarah (right), who graduated with a First in geography from Queen Mary University of London.

© Shireen Gardee, Mariamsarah and The Geographical Association, 2026.