The far more” than social class (Ibid.).

The
British education system promotes institutional racism and the
exclusivity of educational institutions, which has been affecting
black students in particular. The below average performance of black
British boys and their prevalent tendency to be excluded from British
schools has been a known problem for several decades (Mark 328;
Mekada and Gil 657). In the past, black people have always carried a
social stigma and were therefore viewed as threatening to “the
British way of life” (Mark 328), resulting in a devaluation and
demonisation of young black men (Mekada and Gil 655). However, not
only black boys are affected by institutional racism, but also black
girls who achieve better grades than black boys, but perform worse
than white girls (“Black Girls and British Education – Roads”).
The result was the same when comparing girls of different social
classes, which lead Mirza to conclude that “race does tend to
affect achievement far more” than social class (Ibid.). Another
problem is the lack of black representation in schools and higher
education institutions, be it by offering only a narrow curriculum
that shows positive examples of black contributions to society or by
excluding black people from staff (Mark 329). In 2017, British
universities did not employ any black academics in higher positions
for three consecutive years (Adams). Instead, they were more likely
to be employed as “cleaners, receptionists or porters” (Ibid.).
At the same time, the British government has introduced laws, for
example, the Equality Act of 2010, to fight exclusion and promote a
“colour-blind” approach, the execution of which however proved to
be unsuccessful (Mekada and Gil 656, 658; Adams). In effect, the
British educational system has proved to be detrimental to black
students in the past and today, reinforcing the exclusivity of
schools and universities throughout Britain.