Ibrahim Gardner
Despite successive waves of higher education expansion in the UK, access to elite universities remains the preserve of the middle classes. Working-class students comprise around 20% of undergraduates at Russell Group universities, and an even lower percentage of postgraduates. There are many factors that influence the decision to attend university, including the cost of studying, the ability to cope with academic pressures, and the desire to start working and earning money earlier.
| Characteristics | Values |
|---|---|
| Percentage of working-class students at elite universities in the UK | 20% |
| Percentage of working-class students entitled to free school meals at elite universities | 4% |
| Percentage of professionals in occupations like medicine, law, journalism, etc. who were educated in fee-paying schools and/or Oxbridge | 20-65% |
| Percentage of the UK population attending fee-paying schools | 7% |
| Percentage of students from lower social class groups working during term time | 50% |
| Average number of working hours for students from lower social class groups | 13-14 hours per week |
| Percentage of full-time students who feel they have sufficient information about the costs of being a student | 25% |
| Percentage of higher education providers doing outreach work with white males from low-participation backgrounds | 40% |
| Percentage of higher education providers doing outreach work with white females from low-participation backgrounds | 12% |
| Percentage of universities in England with fewer than 5% poor white students | 50% |
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What You'll Learn
- Working-class students comprise around 20% of undergraduates at elite universities
- Working-class students often report feelings of social isolation and microaggressions
- Working-class students may need to work during term time, impacting their studies
- Working-class students often have concerns about the cost of university
- White working-class students are less likely to attend prestigious institutions
Working-class students comprise around 20% of undergraduates at elite universities
Despite successive expansions of higher education in the UK, elite universities have remained largely the preserve of the middle classes. Working-class students comprise around 20% of undergraduates at the 24 Russell Group universities, with an even lower percentage of postgraduates. Those who were entitled to free school meals comprise fewer than 4% of undergraduates.
Working-class students often report feelings of social isolation and class-based microaggressions by their peers and staff at elite institutions. The main reasons for the differences in participation rates by social class groups have been shown by previous research to relate to educational factors and family backgrounds, and also perceptions about costs involved and benefits of higher education study.
The cost of studying and the prospect of debt are key reasons why people from working-class backgrounds decide against going to university, even when they are qualified to get a place. Three-quarters of full-time students in a survey, and slightly more from lower social class backgrounds, did not feel they had sufficient information about the likely cost of being a student when deciding about going to university.
Students from lower social class groups also have lower levels of confidence about their ability to succeed in higher education and in taking career decisions. They are more likely to need to work during term time, which can have a detrimental effect on their studies.
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Working-class students often report feelings of social isolation and microaggressions
While it is difficult to pinpoint the exact number of working-class students attending university, research suggests that there are many factors influencing decisions about participation in undergraduate study by people from lower social class backgrounds. These factors include educational factors, family backgrounds, and perceptions about costs and benefits. Despite successive waves of higher education expansion, access to elite universities and professions continues to be dominated by the middle classes.
In educational settings, microaggressions can have lasting negative impacts on students' ability to learn, participate, and feel valued. Students may face dismissive responses when attempting to address microaggressions, with their experiences being invalidated or labeled as overreactions. These experiences can cause distress and confusion, leading students to question their perceptions.
To address microaggressions, it is important to acknowledge the harm caused, reflect on privilege, and create spaces for open and honest dialogue to repair harm and rebuild trust. Strategies such as fostering belonging, offering emotional support, and actively listening to and affirming students' feelings can help validate their experiences and create a more inclusive environment. Additionally, educators can interrupt microaggressions by asking for clarification or redirecting the conversation towards respectful language and inclusive behavior.
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Working-class students may need to work during term time, impacting their studies
In the UK, successive waves of higher education expansion, particularly since the 1960s and 1990s, have done little to change the fact that access to elite universities and professions remains the preserve of the middle classes and their children. Working-class students comprise around 20% of undergraduates at Russell Group universities and an even lower percentage of postgraduates.
Working-class students often have to work during term time, which can impact their studies. A survey by the Institute for Employment Studies (IES) found that around half of full-time students from lower social class backgrounds were working in term time, with an average of 13 to 14 hours per week. This was only slightly higher than the number of their higher social class counterparts who were working. The main reasons for working during term time were the need to earn money and the desire to avoid debt. However, students from lower social class groups also had lower levels of confidence in their ability to succeed in higher education and make career decisions.
Research on the impact of work during term time on academic outcomes has produced mixed results. Some studies have found that intensive work during adolescence can have causal effects on high school dropout and long-term socioeconomic attainment. Additionally, employed teenagers who place a stronger emphasis on work than school tend to perform poorly in school, irrespective of the actual hours worked. High-intensity work has also been linked to problem behaviours that can undermine school commitment, such as delinquency, truancy, substance use, and school misconduct.
On the other hand, some studies have found that working during college can have positive effects on academic outcomes and post-college earnings. For example, Pascarella and Terenzini (2005) found that working during college helped secure employment after graduation, and other studies have noted a generally positive impact on earnings. Additionally, work during college may impart students with valuable "hard" and "soft" skills that can enhance their employability. Social networks developed through work may also give students an advantage in the job market.
Overall, while working during term time may be necessary for some working-class students, it can also present challenges and impact their studies. Further research is needed to fully understand the complex relationship between work and academic outcomes, especially among working-class students.
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Working-class students often have concerns about the cost of university
Research by the Institute for Employment Studies (IES) has found that working-class students are more likely to work during term time to support themselves financially. This can be detrimental to their studies, as they have to balance work and academic pressures. The IES research also revealed that students from lower social class groups had lower levels of confidence in their ability to succeed at university and in their career decisions.
Additionally, working-class students often receive less information about the costs and funding options for university. A survey found that three-quarters of full-time students, with slightly more from lower social class backgrounds, did not feel they had sufficient information about the costs of being a student before entering university. This lack of information can make it difficult for working-class students to make informed decisions about their education.
Cost is a significant factor in the decision-making process for working-class students considering university. While some may opt for part-time study or HND courses as more affordable options, others may choose institutions based on proximity to home to save on living costs. Ultimately, working-class students face unique financial challenges when pursuing higher education, and these concerns cannot be separated from wider issues of social class inequality in the university system.
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White working-class students are less likely to attend prestigious institutions
In the UK, white working-class students are the least likely social group to attend university. While white people from all social backgrounds make up the largest demographic at universities, in proportion to the population, white students are less likely to attend university than their black or Asian counterparts. Disadvantaged Asian students are twice as likely to attend prestigious universities than disadvantaged white students. White working-class males are the most underrepresented group in higher education.
There are several reasons why white working-class students are less likely to attend prestigious institutions. Firstly, students from lower social class groups have lower levels of confidence about their ability to succeed in higher education and in taking career decisions, than those from higher social class groups. They also have concerns about the cost of studying and subsequent debt, and many prefer to start employment and become financially independent at an earlier age. Working during term time is seen as a necessity by students from lower social class backgrounds, but it is not welcomed due to its detrimental effect on studies.
Another factor is the application process itself, which can disadvantage bright students from poorer backgrounds as their grades are frequently underestimated. A report by the Institute for Employment Studies (IES) found that there is a wide variation in the amount and detail of information on HE costs and funding/support that is received by potential students prior to entry. Three-quarters of full-time students in the survey, and slightly more from lower social class backgrounds, did not feel that they had sufficient information about how much it was likely to cost to be a student.
Furthermore, even when working-class students enter elite institutions, they often report feelings of social isolation and class-based microaggressions by their peers and staff. This can create a further barrier to access, as white working-class students may be deterred from applying to these institutions due to the potential negative experiences they may face.
To address this issue, policymakers have been called upon to widen university access to white working-class students and reform the application process to benefit those from working-class backgrounds. Universities have also been challenged to examine their data, including dropout rates, outreach activity, and admissions policies, to ensure they are improving access and successful participation for white working-class students.
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Frequently asked questions
Working-class students comprise around 20% of undergraduates at elite universities, with an even lower percentage of postgraduates.
This varies depending on the institution and subject. The proportion of students from lower social class groups can range from as low as 10% to above 40%.
According to research, people from lower social class groups decide against going to university because they want to start earning money and be independent at an early age, or they have a career goal that does not require a degree qualification. Other reasons include the cost of studying and concerns about debt.
Working-class students who attend elite universities often report feelings of social isolation and class-based microaggressions from peers and staff.
