White Working Class Males in British Higher Education
White Working Class Males in British Higher Education
White Working Class Males in British Higher Education
Pre and post-entry perspectives
March 2017
Executive Summary
This report brings together findings from two research projects commissioned in support of the Southern Universities Network ( SUN ), which seek to explore the disadvantage experienced by white working class males in relation to their progression into higher education . The pre-entry study , undertaken by ARC Network and co-ordinated by Southampton Solent University , sought to examine the perceptions , barriers and enablers to HE progression from the perspective of white working class learners in schools / colleges across the city of Southampton . The postentry research , undertaken by the University of Portsmouth , explored the participation of white working class men within an institutional context , with a particular focus on examining higher education entry and aspirations of current HE learners . The study therefore offers a unique understanding of white working class males across the both pre and post entry phase .
The two research projects took a similar methodological approach . Both used mixed methods , engaging young white males through both an online survey and through focus group discussions between October and December 2016 . The resulting report is structured in a way that the pre-entry and post-entry findings remain distinct although a joint section on implications and recommendations is presented .
It is hoped that the findings from these two research projects will support members of the SUN Network , and other HEI providers , to improve the planning and delivery of both institutional and collaborative widening participation programmes thus increasing the number of white working class males progressing onto and through higher education .
Highlights of the findings from the pre-entry research project :
• Data suggests the choices being made by white working class males in Southampton at age 16 make their progression to HE less likely – they are more likely to be NEET and more likely to be in FE or work based provision .
• White working class males engaged by the study generally hold positive attitudes to learning and are happy to be viewed as hardworking . Some may not be fully engaged in their current learning but most are positive about future opportunities .
• Males from low HE participation areas appear less motivated by financial rewards than their peers from areas with higher HE progression rates , and more motivated by finding a career that suits their interests and skills .
• Males from low HE participation areas were less convinced in terms of their interest in HE at the pre-16 stage of education .
• They were also less likely to say that they would enjoy being a university student and that university is necessary for the career they have in mind . They were much less likely to view HE as affordable and post-16 learners were concerned about their ability to get in and fit in . Overall , HE is perceived as a risky strategy .
• Alternatives to HE , including progression to apprenticeships , were frequently viewed as a ‘ better ’ option by vocational learners , although this may well reflect the increased understanding they had about this route compared to HE .
• The majority of learners in the sample felt relatively supported by their parents , although many ( particularly those in post 16 education ) report that parental opinion is of no or little importance .
• The general consensus amongst the FE learners was that they had received limited information or encouragement regarding progression towards HE .
• Learners were interested in experiencing HE and talking to individuals who could help them find out more , including employers and students .
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