White Working Class Males in British Higher Education
7.4 Supporting attainment
Pre-entry : Data suggests that the attainment levels of white working class males are below that of their peers . Reduced level of attainment is likely to have an impact on the progression opportunities open to the learners at age 14 and at KS4 and KS5 . Attainment is also likely to have an impact on how learners perceive their own abilities . Reduced levels of attainment are also likely to impact on the perceptions of others , influencing whether they are encouraged to consider university as an option .
• Although NCOP provision targets schools with a ‘ gap ’ between attainment and progression levels , at an individual level male working class students are less likely to be reaching their potential as it stands and therefore attainment outcomes are valid .
• Outreach providers therefore need to carefully consider how they can employ resources to support the raising attainment agenda in schools / colleges and how this might be targeted at male learners more specifically . OFFA highlights a range of approaches adopted by universities to support attainment , including subject based interventions ( such as masterclasses and revision sessions ) as well as more generic confidence building ( such as mentoring ). Evidence on what impacts most successfully on attainment is weak , although OFFA suggests co-ordinated , sustained activity is most effective ( for example through a Progression Framework ).
Post-entry : While attainment was not covered within the data collected for this research project , the existing literature has exposed the gap in higher education attainment between working class and middle class students ( HEFCE , 2014 ; Archer , Hutchings , and Ross , 2003 ). Additionally , first generation students are less likely to persist through to degree completion compared with their continuing-generation counterparts ( Stephens , Hamedani , and Destin , 2014 ; Davis , 2010 ). The gap in achievement and completion rates contributes towards underrepresented students ’ perception of higher education as a risk not worth taking . Developing strategies to support students in order to address unequal participation , progression , persistence , and degree outcomes is essential not only for widening participation teams , but also for outreach and recruitment practitioners – the longer the gaps persist , then the more difficult it will become to recruit underrepresented students , like white , working class males . To that end , to support attainment , suggested strategies include :
• Identify existing support programmes and support staff on campus and provide information about available support to students during recruitment activities . Provide specific guidance about those available support services . For example , how many students engage with career services each year ? How many students meet with academic tutors ? How many hours of counselling services are provided to support sutdents ?
• Encourage university-wide audit and assessment of existing support services . Recognise good practices already in operation at the university while also improving support programmes that are not meeting measurable targets .
• Work collaboratively , university-wide , to develop strategies for addressing unequal participation , attainment , progression , persistence , and degree completion . Ensure that the student experience , from recruitment through to the alumni experience , is equal for all students .
7.5 Supporting transitions
Pre-entry : Evidence is that white working class males are making choices about their future learning that are not consistent with secure progression . Males appears particularly vulnerable to making a positive transition at post 16 , with a higher likelihood of being outside of education or being in vocational provision . Although attainment levels are likely to impact on patterns of progression the research also suggests males are attracted more to the work based or vocational route .
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