02 July 2011
Widening the background of students at University
How higher tuition fees at UK universities could actually give more access to poorer students.
Context
Widening participation in higher education by students from poorer backgrounds or deprived communities is a policy area which will receive considerable attention in the coming months as the UK Government has stated that for Universities to charge the maximum tuition fees of £9K per year from 2012/13 they will be required to meet the Office for Fair Access (OFFA) guidance on Access Agreements stating how the Institution intends to sustain and improve access and retention of students. This paper summarises some of the factors behind participation rates in higher education for students from poorer backgrounds and considers principles of potential solutions.
Diagnosis
There are a complex range of factors involved in any student deciding if they should enter higher education and where they might apply. The opinions of teachers, parents and peers all play a role as well as academic support and achievement, self-image and confidence, perceptions of the requirements and culture of Higher Education Institutions (HEIs) and personal financial position. Generally students from poorer backgrounds have a more complex set of factors influencing their decision than students from more affluent family situation: they may be the first generation in their family and social network to contemplate higher education and may not have any experienced role models or advisors to turn to for support; they are less likely to receive the necessary targeted tuition to translate their intelligence into academic assessment performance; they may be limited geographically in their choice of HEI by a need to live at home for financial or cultural reasons; they and their parents are more likely to fear the potential debts created by three or four years of study; they may have lower aspirations or self-confidence; their school or college is less likely to be well equipped for advising students on academic career paths they are also statistically more likely to have financial dependants.
The key factors for any university to maintain and increase its participation of students from poorer backgrounds is that these students are supported to achieve the entry requirements for their courses, are provided with accurate guidance on the benefits of higher education and that they perceive that university is a place where they desire to study and where they will feel happy. This requires that all universities engaged in this agenda build strong channels into secondary education in deprived communities in order to engage with pupils from poorer backgrounds providing support to: inspire pupils with insight into the real world application of academic knowledge and research; translate academic potential in students into the necessary assessed achievement in all required subjects; offer guidance to teachers and parents to support students to make informed choices and to understand the perception of their university and how it can provide tailored support to individuals to enable them to continue into higher education.
Perspectives
Effectively engaging with students from deprived communities to impact on participation in higher education requires a long term strategy. A central principle is that building relationships both internal and external is vital for the strategy to become embedded in the culture of the University. Teachers are the gatekeepers to accessing appropriate students and discovering and nurturing relationships with teachers who share the vision and see the value in this activity is essential. Experience schools outreach work in has shown that enthusiastic teachers put forwards students most likely to benefit from this type of activity and can be equipped to deliver more exciting and inspiring lessons through specific teacher training packages. Teachers themselves can also be equipped with knowledge and understanding to build a sense of possibility and ambition into pupils, encouraging them to think about higher education as part of their futures and supporting them with accurate and current information about courses and careers.
Building and nurturing relationships with teachers requires a connected team of subject advocates; individuals with a passion and a remit to engage with teachers of their subject in deprived communities. The right people in these roles could inspire others in departments and faculties to support and take part in this activity through the building of internal bridges, investing in working with individual academics and researchers to offer them appropriate opportunities to engage with and inspire pupils and maximising the effectiveness of their investment of time.
Many universities occupy campuses adjacent to deprived communities within cities or towns which will have a strong link to and awareness of their local university. Universities are often one of the largest employers within their local area hence many of the pupils in these communities may have a family connection to the university. The physical proximity could allow for strong and long term two way interaction with local schools and the combination of investment in relationships with teachers (potentially accessed through alumni communications, physical social networks and some cold contact) and the opportunity for university staff to make a difference in their local community could resource and build an organic network of local schools connections. By investing close to home, outreach investment could potentially have a greater impact; visits to the campus would be easy to facilitate and inexpensive to deliver without the requirement for accommodation and exam preparation, parents meetings or careers guidance could be delivered face to face.
As well as the grass roots activities of internal advocates and engagement staff, the work would benefit from recognition and promotion by the management of the university. This could involve questions about engagement activity participation as part of the Annual Review process; questions at interview about candidates desire to be involved in schools support and departments individually being held to account for performance. One idea could be that universities could mirror the policies of some large corporation who require that staff give a proportion of their time to activities which support the corporate social responsibility agenda of the organisation. The experience is largely that if an academic or researcher takes part in an appropriately tailored activity with schools their experience is almost always positive and they are keen to be involved in subsequent activities.
The types of support necessary to individual pupils and schools depend on the given circumstances and a menu of support options would facilitate a flexible approach. An initial interaction might be at a wide level with a whole class or year group highlighting the potential of a particular subject in the real world and the cutting edge of research in that field to inspire students. Finding students or researchers to help with the activities who experienced a similar education to the pupils involved in the outreach can also really help to ground the reality that studying in higher education is an achievable aspiration.
In many schools a significant barrier to break might be parental attitudes to higher education and potential debt. In order equip and value the contribution of parents the student finance team could deliver sessions on what repayment plans will look like and their impact on graduate incomes as well as the types of bursaries and grants available to students from low income families in combination with careers advisors describing the opportunities which degrees open up and admissions describing the timescales and processes of UCAS thus equipping parents to support their children in making decisions.
Another offer might be in tutoring individuals or groups of students to achieve the examination grades which they require. It may be that individual students need help in a weaker subject in order to achieve the combination to grades required to enter their preferred course. Few schools have the resources available to provide this support and many have to focus on supporting borderline C/D candidates to ensure that the school hits their targets.
Recommendations
In conclusion this draws a number of recommendations which form the pillars of a strategy for engagement with schools and colleges in deprived communities:
- Focussing on their local deprived communities could allow universities to increase local positive impact, build community engagement and improve the perception of their organisations. This approach would maximise the face to face contact with cohorts of students and minimise travel costs and time.
- The key to building with pupils in deprived communities is identifying and investing in relationships with teachers who resonate with this agenda. These individuals can be found through a number of creative routes for example:
- Alumni networks (teachers who will feel connected to the university where they themselves studied);
- Offering workshops or forums to teachers on subjects like higher education funding and grants/bursaries, professional development sessions in creative ways to teach/inspire pupil in particular subjects or careers support to inform pupils about the potential of higher education
- Mapping the connections which already exist within a University and the pockets of organically developed outreach and engagement activities, building on these existing links.
- It is vital to the sustainability of this activity that schools involved can influence the support that they receive and are partner to shape the tailored offer to their pupils. This offer could incorporate elements such as:
- University visit to witness cutting edge research, meet students and staff and experience the environment
- Demonstration talks to groups of students to inspire with the potential of a particular subject
- Parent information sessions on higher education funding, opportunities, requirements etc delivered by a multi agency team of student finance, careers advice, student recruitment and academics
- Access to specific tutoring to support students in the secondary subjects required to access their preferred degree course
- Building up a network of professional outreach staff and department advocates across a university who are resourced and informed to be able to build with and support schools and to provide a link to their faculty enabling others to engage with this agenda
- Providing a formal mechanism of recognition for academic and non-academic staff engaged in this activity perhaps through Annual Reviews and/or internal awards for outstanding pupil engagement. Equally an annual opportunity or requirement for research active staff to give an annual commitment of time to this work
Comments (16)
An excellent article where some of the practical hurdles have been considered. It seems central to the thesis to change the perceptions of under-privileged communities about the accessibility of a university education and the opportunities after. This makes me think of a historian who described the US economic recovery post-WWII as founded on the shift in the perceptions of the populace about the stability of the system. Once people believed they would have a job next year, and the year after, they became more willing to take on financial risks, take loans for economic ventures, etc. The same dynamic could be at play here, once individuals can see access and value in the educational process it may increase their ability to accept the risks involved in pursuing higher education.
An excellent, practical idea. There are also issues of ethics among teachers and administrators of schools that are becoming more harder for people at the Ministry of education level to deal with. How can we start a model system, starting with a few teachers or school administrators who can model the passion, but also the ethics of teaching and education to the next generation? Thank you very much for this article.
Excellent article. This is a very important issue of national development. If nations can harness the unlocked capability in underpriveledged societies they can greatly improve the wealth and reduce the dependency syndrome. When a person breaks the barrier and becomes the first to attend University, they set a new normal for their children.
An interesting approach could be a model school and University project that tests many of the recommendations. Based on the lessons learned, the project could roll out.
Fitzmaurice Christian
This article shows that the poorer society should not be deprived a chance to be developed academically. I think that many underprivileged people have been robbed of an opportunity to become someone notable in life not because they were not academically inclined but because they were not properly guided and resources to do such were unavailable. In Trinidad and Tobago, there have been given rights to each child one of which is “the right to education”. This has resulted in the elimination of illiteracy to 98%, the highest in the region. It is key that from very early help be given to these students to make informed choices and to “understand the perception of higher education”. This can stimulate a positive mindset of the individual towards life. Individuals of all classes in life need to have a foundation upon which they live (i.e. a value system they wish to see developed in them) as it is the defining factor of any individuals’ life in society. It can see an end to stigmatism in this case of the poorer society that they too can become successful in life; thus helping them to create a new legacy that they and others in similar positions can follow. The individuals of themselves cannot make this a reality on their own; the onus is now upon the leadership to create a society that all classes of people can thrive; in so doing they help empower the citizens and build a reputable standard for the country.
The issue addressed in this article is one of great relevance. Many a time all around the world there students of less fortunate circumstances who have to compromise their opportunity to further their education; due to their lack of knowledge of the range of options there are to aid the completion for their desired program. The analysis of the hypothesis was thoroughly stated in a way that you were convinced that this matter could be addressed and the result is a positive one. Such an action will not only benefit those individuals who are of ‘poorer backgrounds’ but also influence and result in a growth of the society.
A very striking article, this article brought across the reality of situations faced by people whom are less fortunate in life. As I examined the article a quote by C. S. Lewis “Education without values, as useful as it is seems rather to make man a more clever devil” came to mind. Therefore this proposal could only properly benefit everyone if the personnel with resources and chosen teachers all operate by sound ethical value systems, and the students are taught how to develop and mold their value systems while simultaneously being educated in their Higher Education Institutions. Once this is implemented, I see this system basically being flawless. This article to me is very well thought of.
As being a citizen of a third world country that provides 100% funding for tution expenses, over the years I have learnt that free education is a myth; someone has to pay for it or we may be subjected to pay for someone else in the future. So therefore widening the background of students in university will go into a topic of leadership of the university and the amount of resources we may have. Here in the Caribbean, may of our nationals will go to North America or England to pursue their education at the university level. They may have the fundings to study in their country, but they may not want to do programmes that are offered in their country. Other person who may not have the fundings to study abroad, may end up doing a programme in thier own country that have a field that is 'saturated.' So therefore in conclusion widening the background of students is not an easy thing to do it basically depends on the fundings available and the resources that we have in a country ( the most important resource that a country can have is the human resource)
I believe I can truly relate to this article due my background. Growing up I was not instilled the true value of higher level education as i am first of my family to walk this path. I think this article clearly highlights important issues lower class citizen must face and I can fully appreciate the relevance of instilling a positive mindset at an early age in order to inspire future generations. We can’t choose the life we are born into but we can change the trajectory of our lives thanks to these opportunities and also contribute to the progression of people in society.
I agree with your statement. A person has no control over the life they are born into and it is up to them to them to make something of themselves. For many, an opportunity to receive a tertiary education is a dream, but i believe through hard work and perseverance anything is possible. I will use the current Prime Minister of India as an example. India's Prime minister, Dr. Manmohan Singh was underprivileged as a young boy, but through hard work he obtained a scholarship and was able to complete his tertiary education. His hard work earned him successful jobs in the UN and in the Indian Government. His ultimate success came in 2004 when he was named PM of India. He has made a huge difference for his country by improving the county's economic growth. He is a prime example of someone born underprivileged that has truly made an impact in society.
I am in full agreement with your response to the article, especially the statement “We can’t choose the life we are born into but we can change the trajectory of our lives.” Having money as a main resource will definitely aid in the process of acquiring a higher education but, the onus will always remain in the hands of the student. A student can have all the resources and skill needed to achieve a higher education but lack dedication. Dedication can be seen as the mere difference between achieving and achieving with honors.
This is a great article which took the key factors into consideration to encourage students of a poorer background to choose higher education. I believe that the poor know the value of money a bit more than the rich. From my own experience, the money that my parents put out for me to go to school, I had to repay them with good grades or else. While my richer friend’s parents just use to tell them to do their best and finish school; the family business is waiting for them when they do. This brings me back to the session we had in class about hegemon. My hegemon was formed from since then and I didn’t realize it. Unless the students of poorer background apply this knowledge and effort, from this article, in a positive was, the points mentioned in this article could back fire on them. The government of Trinidad and Tobago has taken a different approach by allowing all citizens the option of free tertiary education through the ‘gate’ program, but I strongly believe that once a cost is attached to something a greater interest will be shown by people.
This article meticulously analyzes the topic and provides good ideas on how it can be dealt with. I have been witness to some students coming from poorer backgrounds and can say that although difficult once the right systems are in place the result would be beneficial to all parties involved. Some would say that when afforded assistance for tertiary education some these of students waste resources but if the majority of students passing through the universities are successful whatever was put in would be regained tenfold. The mindset of each individual would determine their pathway throughout university. Someone who is rich can be determined and not want to depend on inheriting things and apply themselves to acquire recognition from his/her own hard work and dedication, this why the idea of instilling the right ambition and drive is important in the implication of the system described in the article for poorer students and communities.
This article meticulously analyzes the topic and provides good ideas on how it can be dealt with. I have been witness to some students coming from poorer backgrounds and can say that although difficult once the right systems are in place the result would be beneficial to all parties involved. Some would say that when afforded assistance for tertiary education some of these students waste resources but if the majority of students passing through the universities are successful whatever was put in would be regained tenfold. The mindset of each individual would determine their pathway throughout university. Someone who is rich can be determined and not want to depend on inheriting things and apply themselves to acquire recognition from his/her own hard work and dedication, this is why the idea of instilling the right ambition and drive is important in the implication of the system described in the article for poorer students and communities.
Excellent points were brought forward in this article and I recommend that all those involved in the academic system, from government ministers to lecturers and students, have a read. One of the most interesting points was that relationship is key. Personally, I believe that this not only holds true for pupils from deprived communities but for all pupils at any level of education. Teachers ought to invest in relationships with their students. When students have someone to not only look up to but to make proud by their success it gives them the extra motivation needed to be victorious under difficult circumstances. And what came to mind while reading this was when we touched on empathy in this Ethics and Profession course. Teachers need to show empathy in their dealings with students because students are experiencing many difficulties in these times. It is not helpful for a teacher to say, “I was treated like this as a student so I will treat my teachers likewise.” Instead they should ask themselves, “How would I want to be treated if I was in my student position?” Teachers must find new ways to reach their pupils; their methods must evolve as the pupils of today have evolved. They cannot look at their job as just a means of paying the bills because the real payment is in the success of their students. I think that it’s obvious that the main reason why people from low income families do not attend university is that they cannot afford it. The other issues highlighted in this article are concerning retention and are not considered until the financial hurdle has been overcome. Even five or ten years before a child is eligible to attend university, parents look down the corridors of time and see that they will not be able to afford it so they do not place emphasis on preparing the child for that level of study. So by the time the child gets to that age, he/she is not qualified (academically and/or mentally) and other issues arise. However, it stemmed from financial ignorance. Also, in poorer families money seems to be the solution to all problems and higher education may just be viewed as a money making option. So if another source of income is found then higher education is deemed unnecessary. This is why I fully agreed when it was mentioned in the article that parents, not only teachers, play a major role in widening the background of students at university.
A brilliant article, this gave me new insight into the drivers behind individuals that enables them to achieve and how to actually nurture that and refine it in order to launch them into greater levels of insight of their own capabilities and what is actually available to them. The underprivileged therefore, with the right tools of support, care and actual counseling can move on to achieve beyond what their financial circumstances or situations of lack actually offer them. This article provides some very insightful and practical ways of how to ensure this and implement it – most of which strongly emphasize the availability of support in the form of people within the spheres of underprivileged students – that have the same paradigm toward higher education in order to, not only inspire students but to also in a way instill greater confidence in their own individual capabilities and greater understanding in how it can actually pan out into a positive outcome of the students actually thriving in higher education studies. There is also great encouragement behind knowing someone that has already gone through the same process before – it inspires to the point of action – students can actually say ‘If he/she can do it then I can do it’ and hence creating a panorama of possibilities for the students and pushing them beyond what they would usually stop at because of their situation. This in a way does make me look at how I am making my process as a tertiary student (how I managed my way through the process of tertiary studies) become more apparent a tool to help those that may not really know their way around University regardless of their situation. An excellent article indeed!
This article succinctly outlines the various factors that deter the entry of children from lower socio-economic backgrounds from achieving tertiary level education. Eric Williams, the first Prime Minister of Trinidad & Tobago recognized the importance of education as a stepping stone for progress when he declared "remember, each and every one of you carry the future of Trinidad & Tobago in your school bags." Education is the great equalizer and education policy makers should be encouraged to follow the detailed recommendations that have been made in this sterling contribution from the author.
The tone of the article is one of caring and empathy, qualities which have been instilled in me and are as a result of my ethics course in which I have experienced the importance of having high moral values.
I have found Fitzmaurice Christian's comments to be very insightful. His suggestion of a pilot project is one that I find to be both thought-provoking and practical, the result of which could only lead to success.