GIVEN the focus of this research, Rachel C. Boyle's ontological positioning is central to her response as she is a researcher from a mixed race (Black Caribbean and White British) background. Her view of racism has been shaped by personal, professional and academic experiences. Within this article the author, Louise Taylor addresses the position of race in the university experiences of Black students undertaking studies in health and social care related subjects. She charts her brief and seemingly recent journey into developing her understanding of the concept of racism and the 'unfairness' of inequality. Through research with her students the author describes their experiences with racism as 'shocking and deeply saddening' and provides a narrative of her reflections and actions in response to her new found knowledge and understanding. This article seeks to 'inform and inspire educational change that promotes racial equality of outcomes both within and beyond [our] classrooms.' However Dr. Boyle suggests that further consideration with Dr. Taylor's work should be given to the British context of racism as currently there are gaps in understanding and potential missed opportunities for the development of her work and indeed practice with students. Academics must begin with themselves, place their own pedagogy under scrutiny and reflect upon how their thinking, beliefs and pedagogical approaches play a role in (re)producing racism and or White privilege in its many forms (Crowley & Smith, 2015). The development, or reconstruction, of tutor subjectivity that fosters self-reflection is needed in higher education (Dunne et al., 2018). Reflexivity offers an opportunity to challenge the taken for granted assumptions that are often found in popular discourse and practice. [For the original article, "Seeking Equality of Educational Outcomes for Black Students: A Personal Account," see EJ1316951.]