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Bhopal said a study she had carried out at her university showed access to economic capital was the most important factor in whether final year students decided to go on to do a PhD. BAME students tended to have less access to such capital, which meant fewer went on to academic careers.

Generally those who do become academics are more likely to be on fixed-term contracts and less likely to be professors, which has a domino effect, she said. “BAME students are less likely to want to be academics if they don’t have any BAME role models.”

Yet universities should see diversity as an asset, both among staff and students, Blackman argued. “Those different perspectives, insights and ways of seeing issues, ways of thinking about things, are very powerful,” he said, and students recognise this themselves. While they often gather in segregated groups, in surveys they say they want more support to integrate.