White Working Class Males in British Higher Education
1 . Introduction
1.1 Introduction to the report
This report brings together findings from two research projects commissioned in support of the Southern Universities Network ( SUN ). Drawing on research undertaken with the University of Portsmouth and Southampton Solent University , the report seeks to explore the disadvantage experienced by white working class males in relation to their progression into higher education . It is intended that the research will support SUN members in planning and developing both institutional and collaborative widening participation programmes , including the National Collaborative Outreach Programme ( NCOP ) due to commence in January 2017 .
1.2 What do we mean by working class ?
The research projects described in this report attempt to examine the perceptions and experiences of white males from a ‘ working class ’ background . It is clear from the review of existing literature that the definition of working class varies between different contexts and that a range of proxies are used by institutions and sector bodies hoping to target this specific group of learners ( Baars et al , 2016 ; Soria and Bultmann , 2014 ). Baars et al ( 2016 ) identified a number of ways in which researchers and practitioners were identifying working class , including free school meal eligibility , parental occupation , parental income ( including benefit eligibility ), postcode ( using the Index of Multiple Deprivation ) and school progression data . Each of these approaches has its relative merits and were used to varying degrees within the research ( the methodology below describes the approaches used by the two research teams ), however it is suggested that data alone may not be an effective tool for defining working class and that a ‘ full definition of being a white working class boy includes particular attitudes , behaviours and locally-rooted culture that cannot be captured by survey and administrative data alone ’ ( Baars et al , 2016 , p . 11 ). Researchers have attempted to capture the complexities of defining working class as part of the study and have made recommendations about how the SUN might effectively target this group of learners in future .
1.3 Methodological approach
This report brings together two research studies , funded through the Southern Universities Network . The first 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 second study 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 . The two projects took a similar methodological approach to the research , however there were distinct features . In each case the approach adopted is summarised below , with full methodological statements provided at Appendix A ( Pre-entry ) and Appendix E ( Post-entry ).
Perception , barriers and enablers : A pre-entry perspective
A mixed methods approach to the research was adopted . Qualitative data from 51 young , white males was gathered across six learner focus groups and semi structured interviews with parents were undertaken , although only three parents were engaged . In order to reach a larger sample of learners , focus groups were supplemented by an online learner questionnaire which generated data from 157 males . In addition to primary research , desk research was also undertaken . A brief review of recent literature was completed ( in collaboration with University of Portsmouth Research team ) and an analysis of KS4 / KS5 destination data for local state funded schools and colleges was used to provide context for the study . Three school / colleges based in Southampton were identified by Southampton Solent University to act as partners in
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