As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern at the University of Manchester that I realised the extent and the implications of the trends in subject choices of students who come from disadvantaged backgrounds. I’d like to highlight some of these trends and their implications with the hope that strong partnerships between schools and universities, a good use of resources and most of all teacher encouragement, can help students make the best post 16 and higher education choices for them.
The latest data from Higher Education Statistics Association (HESA) shows that students from areas of the lowest progression into higher education (Quintile 1, POLAR 4) are most highly represented in subjects allied to medicine (14% of undergraduates in this area are from Quintile 1) – including nursing and pharmacy, biological sciences (13%), computer science (14%), law (13%) and education courses (16%).1
Further, as the latest UCAS data shows, disadvantaged students from black, Asian and minority ethnic (BAME) backgrounds are significantly more likely to enter university than their white peers.2 Therefore, trends in UK domiciled BAME students entering university are also important when looking at data concerning subject preferences of disadvantaged students. With that knowledge, it is perhaps unsurprising that the trends are similar, with pharmacy having the biggest number of BAME students (64% of all 2018/19 undergraduates identifying as BAME). Medicine ranks second most popular with 40% and economics (38%), law (34%), business (33%), engineering (29%) and computer science (28%) also show high representation of students from BAME backgrounds.3
What ties those courses together is their strong links to the job market and as someone with a cultural understanding of a traditional Asian and working class upbringing it makes a lot of sense – if performing well academically, the choices presented are few – a doctor, a lawyer or an engineer. To contrast these figures, just 12% of students on undergraduate courses in historical and philosophical studies were BAME in 2018/19. Figures are similar in languages (including English) at 15%, arts subjects (15%) and physics (16%).
“But why is this important?” you might ask, “Surely it’s just down to personal preference!” Well, it isn’t – there is no known innate factor that contributes to these trends, rather it is a product of misinformation, misconception and complex intersectional backgrounds of underrepresented groups. It is an extremely important issue if we want to see a fair representation in all academic and professional fields – including in our history departments, government bodies and cultural institutions.
A recent survey of undergraduate students shows those from underrepresented groups complaining about poor career advice, lack of information and a university admission system biased towards upper and middle class students. It also shows that 34% of students ranked teachers as their primary source of information compared to 35% for parents and guardians.4 For students that are first in the family to consider higher education, teachers and careers advisors will ultimately play a big role in helping to level the playing field.
There might also be a link between subject trends and underperformance of students from disadvantaged backgrounds. UCAS data shows the rate of acceptance for 18 year old applicants is 13% for those deemed to be most disadvantaged, compared to 58% for those in the least disadvantaged group.5
According to a recent report, highly selective universities are struggling to meet government targets on widening access and the progress is said to be too slow.6 There is also a concern for the lack of students from disadvantaged backgrounds getting the grades required to meet those targets.7 From personal experience, I can say that I have seen many of my friends struggle with their A levels because they did not choose them according to their interests and strengths, but according to the limited career options that they believed were available to them at the time.
Making a wide range of subjects including those in humanities and arts seem more available to students from disadvantaged backgrounds may be what is needed to help close the gap between the least and most disadvantaged.
Teachers should encourage their students to consider their academic strengths and interests as much as possible when making their post-16 choices. Advancing Access is a great resource to use, with a library of short videos that feature real students and reinforce this message.
Reaching out to your local Higher Education institution can also help, as they might be able to provide academic enrichment sessions to your students. It is a good way to get students to find out about current academic research and explore subjects beyond the confines of the syllabus. As a member of staff, I can confirm that The University of Manchester has a wide range of opportunities for students living in Greater Manchester to get involved with and this is the case for many other higher education institutions. There are also lots of charity organisations such as The Brilliant Club, The Sutton Trust and IntoUniversity that your school can get involved.
Engaging with parents and guardians at parent evenings is also important, as parents with no experience of Higher Education may not be aware of the range of opportunities available. Holding a higher education fair at your school and inviting parents to come along could also be a good opportunity.
Finally, careers advisors should help students explore a range of graduate roles, including research and roles which do not require a specific degree to show the value of less preferred degree courses. In order to provide good quality service, it is important to have a good understanding of student backgrounds. Some students might require extra support and encouragement to pursue what they are truly passionate about.
The multiple equality measure (MEM) is UCAS' principal measure of equality. It brings together information on several equality dimensions for which large differences in the probability of progression into higher education exist. These equality dimensions include sex, ethnic group, where people live (using the POLAR3 and IMD classifications), secondary education school type, and income background (as measured by whether a person was in receipt of free school meals (FSM), a means-tested benefit while at school). View here.
This article examines research which highlights the emerging impact of the EPQ on progression to higher education (HE) and university success, with particularly promising findings for underrepresented and marginalised students.
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Richard, an Economics and Finance student at the University of York, discusses how he chose his GCSEs and A-levels, his study motivations, and offers advice on selecting qualifications.
Daniyel, a Law student at King’s College London, shares how he chose his subjects and offers advice on qualifications and personal statements.
Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
Mayowa studies English Literature at King's College London. She shares her university application journey, her enjoyment of university life, and valuable advice for choosing a course and university.
Mayowa, studying English Literature at King's College London, discusses her GCSE and A-Level subject choices, offering advice for students on making informed decisions.
Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
Eireann, an English and Education graduate from Cambridge, shares how a summer school helped her decide on university and her course. She also offers advice on selecting the right university.
Gemma, a Communication and Media student at the University of Leeds, explains how an access course helped her and shares thoughts on university as a path for everyone.
Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
Billie-Joe discusses her university life, sharing advice for care leavers, her motivation for studying social work, extracurricular involvement, and the benefits she gained as a student.
Hamid studies Philosophy, Politics, and Economics at LSE. He discusses his career aspirations, factors influencing his course choice, and how summer schools shaped his university decision.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
Bishoy shares his journey in choosing a university and course, highlighting the significance of aligning his degree with career goals and evaluating different options.
Sophie discusses her journey to studying Law at Sheffield, covering her decision-making process, considerations for open days, and advice on personal statements.
Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
Saif, a graduate in Accounting and Finance from Manchester, shares how his degree aided his career at Enterprise and offers tips for securing a graduate job.
Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
Amy, an English Language graduate from the University of Glasgow, offers advice on subject choices, succeeding at highers, overcoming challenges, and her decision to pursue a postgraduate course.
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Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
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As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern.
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