White Working Class Males in British Higher Education
Of those with a known young participation score for their home area and with a large unexplained participation gap ( gap quintile 1 ), most of the respondents ( 72.5 %) were in areas with the lowest young participation rates ( POLAR3 quintile 1 ). However , some POLAR3 quintile 2 and quintile 3 areas also had high gaps in young HE participation which could not be explained by attainment and ethnicity factors . Some areas of low relative young HE participation in quintile 2 which are also classed as low participation neighbourhoods ( LPN ) also low participation gap score – signifying that participation is lower than might be expected given the local factors .
Table 4 : Responses by POLAR3 quintiles and participation gaps |
POLAR 3 quintiles ( young participation rate ) |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Total |
Gaps Q1 |
29 |
8 |
3 |
40 |
Gaps Q2 |
|
3 |
11 |
8 |
|
22 |
Gaps Q3 |
|
2 |
1 |
5 |
1 |
9 |
Gaps Q4 |
|
1 |
2 |
7 |
1 |
11 |
Total |
29 |
14 |
17 |
20 |
2 |
82 |
Analysis of KS4 and KS5 data In order to better understand the local context , analysis of KS4 destination data and KS5 attainment and destination data was analysed . The primary focus of the analysis was Southampton schools and colleges , although county and regional data was also examined to allow for local comparison . Analysis of KS4 destinations drew upon the most recent Department for Education destinations dataset available at institutional level which reports on the tracking of the 2013 / 14 KS4 cohort in the 2014 / 15 academic year . Analysis of KS5 attainment data drew upon the latest Department for Education Level 3 examination results for young people at state-funded schools and colleges . The data covers students at the end of advanced level study who were entered for at least one substantial level 3 qualification in the 2014 / 15 academic year , and includes results achieved in the 2013 / 14 and 2014 / 15 academic years . KS5 destination data was also examined , again using the Department for Education destinations data . Datasets from 2012 / 13 and 2013 / 14 KS5 cohorts were analysed , although changes in how the data is collected and reported , and changes to the definition of disadvantage , makes the data less comparable between the two years .
In addition , the research team sought to work with the FE and 6 th Form college to access their own UCAS applicant data . The intention was to undertake a comparative analysis of the data to help identify where the differences in application / acceptance rates were smaller or larger ( particularly in relation to qualification type and subject studied ), thus helping to identify priorities for future interventions . Unfortunately , no data was forthcoming during the timeframe of the study .
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