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Article
Publication date: 3 October 2023

Pallavi Banerjee and Luke Graham

The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly…

481

Abstract

Purpose

The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.

Design/methodology/approach

In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.

Findings

The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Research limitations/implications

Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.

Originality/value

In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Details

Education + Training, vol. 65 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Available. Open Access. Open Access
Article
Publication date: 28 May 2024

Pallavi Banerjee

The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds…

1092

Abstract

Purpose

The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.

Design/methodology/approach

This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.

Findings

The review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.

Research limitations/implications

One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.

Practical implications

The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.

Social implications

The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.

Originality/value

This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

Details

Higher Education Evaluation and Development, vol. 18 no. 1
Type: Research Article
ISSN: 2514-5789

Keywords

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Article
Publication date: 26 July 2024

Pallavi Banerjee and Nurullah Eryilmaz

Given the scientific and practical difficulties inherent in measuring and comparing socioeconomic deprivation (SED), and the further complexity added in cross national…

101

Abstract

Purpose

Given the scientific and practical difficulties inherent in measuring and comparing socioeconomic deprivation (SED), and the further complexity added in cross national measurements, the main aim of this paper was to check the validity of SED measures used in PISA 2018 dataset. The SED measure used in PISA 2018 was the PISA index of economic, social and cultural status abbreviated as the ESCS index. This assessment was important as PISA analysis is based on variables derived from this instrument and the ESCS index and these reports influence and reflect international and comparative education policies and practice.

Design/methodology/approach

This study critically evaluates the socioeconomic status measures in the PISA 2018 dataset, focusing on their convergent validity and cross-national comparability. Using responses from over 600,000 students in 73 countries, it examines the validity of SES indicators and their comparability across countries. The study employs principal component analysis to construct local SES measures and compares them with the existing Economic, Social, and Cultural Status (ESCS) index. It explores the relationship between these SES measures and academic achievement in reading, science, and mathematics, aiming to understand their predictive validity in diverse educational settings. Statistical analyses were conducted using the IEA’s IDB Analyser and SPSS, ensuring robustness and generalisability across the diverse participant countries.

Findings

Our research findings challenge the assumed superiority of local measures over broader constructs like the Economic, Social, and Cultural Status (ESCS). It suggests that standardised measures like ESCS may provide more reliable predictions of academic achievement across various educational contexts, underscoring the complex relationship between SES measures and academic performance.

Originality/value

Our novel analysis shows that local and cross-national SED measures are poorly correlated. Our findings raise questions about the measures' validity while acknowledging the methodological challenges. We provide empirical evidence to support ongoing debates on the topic.

Details

International Journal of Comparative Education and Development, vol. 26 no. 4
Type: Research Article
ISSN: 2396-7404

Keywords

Abstract

Details

Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

Available. Content available
Book part
Publication date: 7 October 2019

Abstract

Details

Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

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Book part
Publication date: 7 October 2019

Abstract

Details

Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

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Book part
Publication date: 7 October 2019

Dan Herbert

Abstract

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Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

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Book part
Publication date: 7 October 2019

Mital Kinderkhedia

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Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

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Book part
Publication date: 7 October 2019

Helen Lawson

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Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

Available. Content available
Book part
Publication date: 7 October 2019

Abstract

Details

Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

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