Widening participation in higher education: analysis using linked administrative data

Vignoles, Anna; Dearden, Lorraine; Crawford, Claire; Chowdry, Haroon; Goodman, Alissa

doi:10.1920/wp.ifs.2010.1004

Cited by 87 publications

(85 citation statements)

References 17 publications

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“…The very high academic entry requirements for medicine may present an almost insurmountable structural barrier in the context of the UK's pre-university education (significant inequality and disparities in attainment). 30,71 Inequalities in primary and high school translate strikingly into medical school application statistics: 80.0% of UK medical school applicants come from only 20.0% of UK high schools, and half of schools have sent no applicants to medicine in recent years. 1 Applicants from selective and fee-paying schools are significantly over-represented.…”

Section: Perceived 'Fit' With Medicinementioning

confidence: 99%

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

2019

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Context Literature published around a decade ago demonstrated that UK individuals from non‐traditional groups may not consider, or aspire to, medicine because of sociocultural barriers and instead may perceive medicine as ‘not for the likes of me’. Since this time, the UK higher education landscape has undergone significant change, with an increased emphasis on student choice and widening access (WA) initiatives. Consequently, the present study looks anew at the perceptions of medicine held by school pupils from non‐traditional backgrounds to assess whether sociocultural factors remain a major barrier to medicine. Methods Focus groups were conducted with 71 high‐achieving school pupils in their penultimate or final years (aged 16–18 years). Participants attended UK state‐funded schools engaged with medical school WA initiatives. Transcripts were analysed thematically using a data‐driven approach. Themes were then interpreted through the conceptual lens of the ‘reflexive habitus’, an adapted version of Bourdieu's classic concept. Results Participants did not perceive that sociocultural differences would deter them from aspiring to, or pursuing, the career of their choice. Some participants identified their ‘different’ background as a strength to bring to medicine. They reported that intrinsic motivators (personal interest and fulfilment) were most important in their own career choices. When asked what they believed might have motivated current medical students for the career, participants debated the role of extrinsic motivators (high status and income) versus intrinsic ones. ‘Hot knowledge’ (social contacts) from within medicine helped some participants reconcile any clash in perceived values and better imagine themselves in the profession. Conclusions These non‐traditional school pupils from schools engaged with WA initiatives appear to have embraced the belief that medicine is for anyone with the appropriate desire and ability, regardless of background. Furthermore, some pupils reported that some aspects of their ‘difference’ (diversity) could help enrich the workforce and patient care.

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Section: Perceived 'Fit' With Medicinementioning

confidence: 99%

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

2019

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“…This 'attainment gap' is often held directly responsible for low participation rates of some groups (e.g. Chowdry et al, 2013). Compared with state school children who qualify for free school meals, independent school children are over 22 times more likely to enter a highly selective university and 55 times more likely to gain a place at Oxford or Cambridge (Sutton Trust, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…However, even when prior achievement is accounted for, a disparity remains. Indeed, girls and boys in the lowest socio-economic quintile are 5.3% and 4.1% respectively less likely to attend university than those of equal attainment in the highest quintile (Chowdry et al, 2013). The Sutton Trust (2013) estimates that 25% of access gap to higher-prestige universities is not due to academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Expressions of student debt aversion and tolerance among academically able young people in low‐participation English schools

Jones

2015

British Educational Res J

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The 2012 rise in student fees, from £3375 to £9000 per year, made England one of the costliest places to attend university in the world. Drawing on evidence from higher attaining young people attending low-participation schools, this paper renews established types of student debt aversion and tolerance, with sensitivity towards whether they reflect the (financial) 'price' of participation or the (cultural, social) 'cost' of participation. Findings point to a complex web of inter-related factors informing a decision-making process that is rational, but often lacking detailed knowledge of key variables, such as the range of bursaries and grants available and the terms of the loan repayment. The Ellsburg Paradox is invoked to explain the tendency of some young people to self-exclude, contrary to rational choice theory. For those without family support or precedent, participation is not greatly incentivised by assumed lifestyle and identity gains, and generous repayment concessions for low-earning graduates do not necessarily ease anxiety about debt. Data point to a heightened awareness of labour market alternatives and of continued disquiet, both academic and non-academic, about 'fitting in' at university. Naturally, higher fees demand a recalculation of return-on-investment estimates for all young people. However, the participation 'bet' of those from low-participation schools is framed in ways unacknowledged by (and sometimes discordant with) dominant public discourses.

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“…There is now evidence that the need to meet high grade requirements is the most significant barrier to university for those from the lowest socio-economic groups in the UK. 5 This, together with evidence that students from non-selective state schools outperform those with equivalent grades from private schools, has resulted in the adoption by most UK universities of 'contextual admissions,' in which applicants from particular under-represented (target) groups have a reduced threshold for interview or reduced grade offers. 2 ... students from non-selective state schools outperform those with equivalent grades from private schools ...…”

Section: Considering Achievements Within the Context Of Opportunitiesmentioning

confidence: 99%

Selection in context: The importance of clarity, transparency and evidence in achieving widening participation goals

Rees

Woolf

2019

Medical Education

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Widening participation in higher education: analysis using linked administrative data

Cited by 87 publications

References 17 publications

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

Expressions of student debt aversion and tolerance among academically able young people in low‐participation English schools

Selection in context: The importance of clarity, transparency and evidence in achieving widening participation goals

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