White Working Class Males in British Higher Education
Table 1 : Focus group sessions and participants . |
Focus Group |
No of Learners |
Year Groups |
Programmes of study |
School FG1 School FG2 6 th Form FG3 6 th Form FG4 FE College FG5 FE College FG6
Likelihood of progressing to HE ( average score )
Family HE experience |
Yes |
No |
Don ’ t Know |
10 Year 9 GCSE 6.8 5 4 1
9 Year 10 / 11
8 Year 12 / 13
8 Year 12 / 13
7 16-19 learners
9 16-19 learners
GCSE 6.4 2 5 2
7 A Level & 1 Vocational Level 3 5 A Level & 3 Vocational Level 3 Level 2 Motor Vehicle
Mixed vocational learners
8.6 5 3 0 8.4 4 3 1 3.2 2 3 2
2.8 4 5 0
In order to assist with the collection of standardised data from across the six focus groups a script was developed ( available at Appendix C ). Outputs from focus groups included transcripts , facilitator notes ( including learner quotes ) and written products ( such as post it notes and flipchart paper ). Data was analysed to determine findings consistent across all sessions , although differences between sessions and institutions were also identified .
Qualitative research with parents In order to understand the perceptions of parents qualitative semi-structured telephone interviews were also planned . The agreed recruitment strategy varied between the school and the post 16 institutions . In both the 6 th Form and the college , all focus group participants were provided with a letter for their parent ( s ) to invite them to take part in the study . In the partner school there was a preference for the school to communicate directly with parents and the school was provided with a research statement and suggested letter . Three parents all with learners in the 6 th Form college responded and were interviewed . There were no other responses . Although the data cannot be considered representative , a small number of quotes from parental interviews have been used in the report .
Online learner survey An online survey was developed to identify the attitudes and perspectives of young white working class males , and how there might be differences between young men with different socio-demographic backgrounds . The survey collected quantifiable data only in order to increase the internal completion rate , with focus groups being used to provide a more in-depth exploration of the issues . The survey was initially disseminated to the three school / college partners and then in order to increase response rate disseminated by Southampton Solent University using established contacts in a range of local schools and colleges . In order to increase the numbers of responses from learners in low participation neighbourhoods specific schools were also targeted .
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In total 157 usable responses were generated , from at least six different school and college settings . Completion of postcode information was variable , with approximately half of respondents providing information which allowed them to be accurately categorised using POLAR3 data . The analytical strategy employed is described further below .