Leadership

Ethnic minority students receive fewer university offers

Students from black or ethnic minority backgrounds are less likely to receive conditional offers from universities than comparable white British applicants, a recent report has revealed.

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Leadership Briefing Issue 8.12(96)"
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      string(4639) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.BLACK AND MINORITY ETHNIC ACCESS TOHIGHER EDUCATIONKeywordsBlack, minority,ethnic,access, highereducation,status,institutions,university,applicants,professionsSummaryThis research by the London School of Economics, funded by the Nuffield Foundation, revisitsthe contested issue of ethnic minority access to higher education. It asks: are candidates fromblack and minority ethnic groups less inclined to apply to higher status institutions than whiteBritish candidates? And are candidates from black and minority ethnic groups less likely toreceive offers from university than white British applicants?The research revisits the contested issue of ethnic minority access to higher education. It is wellestablished that candidates from black and minority ethnic groups go to university in good numbers,but we also know that candidates from some minority groups tend to be concentrated in lessprestigious institutions. Access to high status institutions is important for several reasons, not leastbecause it is likely to affect candidates’ subsequent destinations and their ability to access eliteprofessions.The researchers looked at 50,000 university candidates provided by the Universities and CollegesAdmissions Service (UCAS) covering the 2008 admission cycle.It is “plausible” that the differences between ethnicities could be down to direct racial discrimination byuniversities, the London School of Economics study concludes.Main Findings: ■ University applicants from black and ethnic minority backgrounds are less likely to receiveconditional offers than comparable white British applicants according to research from LSE. ■ Applicants from non-mixed ‘race’ minority groups were significantly less likely to be offereda university place even after taking into account academic attainment, family social classbackground, sex and the type of school attended. ■ The researchers estimated that, on average, Pakistani candidates received seven fewer offers forevery 100 applications than equivalent white British applicants. Bangladeshi and black Africancandidates received five fewer offers for every 100 applications compared with equivalent whiteBritish applicants. ■ Applicants from other groups including Indian, Black Caribbean and Chinese were also less likelyto receive offers than white British candidates.Week Commencing 28th July 2014http://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfhttp://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ However, mixed ‘race’ groups did not appear to be disadvantaged compared to white Britishcandidates. ■ The researchers found that Chinese candidates seemed just as likely to receive a conditional offeras white British candidates before controlling for academic factors, but were less likely to do sowhen these factors were taken into account. This suggests that Chinese students’ high levels ofattainment mask their reduced offer rates. ■ The probability of receiving an offer was significantly linked to the type of school candidatesattended and their A-level subjects as well as their academic attainment. Having attended anindependent or grammar school – rather than a non-selective school – increased students’chances of receiving an offer. ■ Although the study was principally focussed on ethnicity, it also showed that candidates from lowersocial class groups were less likely to receive offers than their more privileged counterparts. ■ The key finding from the analysis is that ethnic and social class differences in offer rates could notbe fully explained by differences in academic attainment or patterns of application.WEB LINK Black and Minority Ethnic Access to Higher Educationhttp://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdf"
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Leadership

Black and Minority Ethnic Access to Higher Education

24 Jul 2014

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      string(5934) "ways.MindEd, a free online training tool, is now available to enable school staff to learn more about specific mental health problems.This can help to signpost staff working with children to additional resources where mental health problems have been identified.Counselling MindEd, which is part of MindEd, is also available to support the training and supervision of counselling work withchildren and young people.There are things that schools can do – including for all their pupils, for those showing early signs of problems and for familiesexposed to several risk factors – to intervene early and strengthen resilience, before serious mental health problems occur.Schools can influence the health services that are commissioned locally through their local Health and Wellbeing Board – Directorsof Children’s Services and local Healthwatch are statutory members.There are national organisations offering materials, help and advice. Schools should look at what provision is available locally to helpthem promote mental health and intervene early to support pupils experiencing difficulties. Help and information about evidence-based approaches is available from a range of sources.Mental health and behaviour in schools Departmental advice for school staff June 2014nnnnnnnnBlacK and minority ethnic access to higher educationThis research by the London School of Economics, funded by the Nuffield Foundation, revisits the contested issue of ethnicminority access to higher education. The research Black and Minority Ethnic Access to Higher Education A Reassessment asks:are candidates from black and minority ethnic groups less inclined to apply to higher status institutions than white Britishcandidates? And are candidates from black and minority ethnic groups less likely to receive offers from university than whiteBritish applicants?The research revisits the contested issue of ethnic minority access to higher education. It is well established that candidates from blackand minority ethnic groups go to university in good numbers, but we also know that candidates from some minority groups tend to beconcentrated in less prestigious institutions.http://www.west-info.eu/files/Mental_health_and_behaviour_in_schools.pdfhttps://www.minded.org.uk/https://www.minded.org.uk/https://www.minded.org.uk/https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/326551/Mental_Health_and_Behaviour_-_Information_and_Tools_for_Schools_final_website__2__25-06-14.pdf http://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfhttp://www.nuffieldfoundation.org/black-and-minority-ethnic-access-hewww.teachingtimes.com n Vol 4.5Developments/reports Every Child Journal11Developments/reportsAccess to high status institutions is important for several reasons, not least because it is likely to affect candidates’ subsequentdestinations and their ability to access elite professions.The researchers looked at 50,000 university candidates provided by the Universities and Colleges Admissions Service (UCAS) coveringthe 2008 admission cycle. It is ‘plausible’ that the differences between ethnicities could be down to direct racial discrimination byuniversities, the London School of Economics study concludes.main findings:University applicants from black and ethnic minority backgrounds are less likely to receive conditional offers than comparable whiteBritish applicants according to research from LSE.Applicants from non-mixed ‘race’ minority groups were significantly less likely to be offered a university place even after taking intoaccount academic attainment, family social class background, sex and the type of school attended.The researchers estimated that, on average, Pakistani candidates received seven fewer offers for every 100 applications thanequivalent white British applicants. Bangladeshi and black African candidates received five fewer offers for every 100 applicationscompared with equivalent white British applicants.Applicants from other groups including Indian, Black Caribbean and Chinese were also less likely to receive offers than white Britishcandidates. However, mixed race groups did not appear to be disadvantaged compared to white British candidates.The researchers found that Chinese candidates seemed just as likely to receive a conditional offer as white British candidates beforecontrolling for academic factors, but were less likely to do so when these factors were taken into account. This suggests that Chinesestudents’ high levels of attainment mask their reduced offer rates.The probability of receiving an offer was significantly linked to the type of school candidates attended and their A level subjectsas well as their academic attainment. 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Special Needs

ECJ 4.5 Reports

7 Aug 2014

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      string(4528) "with 12-months’ structured work experience where they learn from professionals and earn a salary starting from £18,000. Some will go on to level three, four and six apprenticeships. Most are promoted within three years of starting an apprenticeship with IBM.A dedicated workstream was set up to further increase the representation of Black, Asian and Minority Ethnic IBMers within IBM. BAME early professional hiring has doubled from 3% in 2019 to just over 6% in 2020, and the plan is to increase this further in 2021.IBM has increased diversity by focusing on:– Virtual Insight events– More authentic visual content– Enhancing IBM career websites and attraction platforms– Parent and community InfluencersTara’s storySome IBM apprentices have already taken their first steps on a different career path. Tara Suran from East Midlands is a case in point. In the sixth form she chose sciences and had every intention of being a pharmacist. But she discovered that sciences weren’t where her heart lay so left for an apprenticeship in a solicitors’ office to become a Legal Advisor for Wills, Estates and Trusts. Here she found that her ethnicity was a plus point as far as the company was concerned and they were keen to get some kudos for appointing her.But she discovered that sciences weren’t where her heart lay so left for an apprenticeship in a solicitors’ office to become a Legal Advisor for Wills, Estates and Trusts. Here she found that her ethnicity was a plus point as far as the company was concerned and they were keen to get some kudos for appointing her.Tara went to university to do Business Management but did not enjoy this so applied to IBM as a junior management apprentice level four. She is from a Middle Eastern family where relations have become doctors and lawyers so her parents were a little concerned at first as they had no experience of apprenticeships.The benefits of an apprenticeship‘I chose an apprenticeship over going to university because I wanted the degree but I didn’t want the massive student debt that comes with it. But I also noticed that graduate recruiters were looking for candidates with experience which of course you don’t have when you’ve been at uni for three years. From the beginning at IBM, I was given responsibilities and in my first month I was speaking to executives.’Prior to lockdown, Tara was based in London for a while and was impressed with the support that she received. She spent four nights a week in a hotel before returning to Derby for a day of home working.  This could be a lonely and stressful experience for some young people but she was with a group of apprentices, had a mentor and was well supported on a personal and professional level. Unlike her first apprenticeship where she felt she was a token BAME representative, she has been able to lead on projects that increase the visibility of BAME individuals in the workplace and was a finalist in the BAME Apprenticeship Awards 2020 in the Creative & Digital category.‘An apprenticeship has been more exciting than university. I have got to meet a much more diverse group of people from different backgrounds and walks of life. We work in groups on projects and learn early on how to talk to clients and be part of a team.I had the opportunity to present on a project in front of executives from IBM and we were later called back to present in front of the CEO.’Tips from IBM1. Start by understanding the market – both the external student market, and through internal employee focus groups.2. Create authentic, honest and personal content3. Work with partners who can ‘plug the gaps’ and provide access to the target audience4. Students want to see ‘people who look like me’ – ensure roles models are visible5. Enable and empower your employees to share initiatives with their own networks6. Don’t shy away from exploring the realities and having honest conversations7. Feature BAME apprentices8. Engage with event partners to engage the audiences you couldn’t reach aloneWithout positive action of the kind that IBM is spearheading, the employment landscape may continue at the same low BAME participation rate. Sandra Kerr, race equality director for charity Business in the Community, says: ‘An employer which doesn’t invest in diversity and inclusion – from apprenticeships to the boardroom – is failing to invest in itself. Who can afford to do that any more?’"
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Inclusion

Improving Prospects for BAME Apprentices

6 Mar 2021

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Leadership Briefing Issue 9.01(97)"
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      string(5942) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.BLACK AND MINORITY ETHNIC ACCESS TOHIGHER EDUCATION A REASSESSMENTKeywordsBlack, minority,ethnic access,highereducation,university, elite,candidates,institutions, biasSummaryThis research by the London School of Economics, funded by the Nuffield Foundation, revisitsthe contested issue of ethnic minority access to higher education. It is well established thatcandidates from black and minority ethnic groups go to university in good numbers, butwe also know that candidates from some minority groups tend to be concentrated in lessprestigious institutions. Access to high status institutions is important for several reasons,not least because it is likely to affect candidates’ subsequent destinations and their ability toaccess elite professions.The analysis was designed to address two key questions:1. Are candidates from black and minority ethnic groups less inclined to apply to higher statusinstitutions than white British candidates?2. Are candidates from black and minority ethnic groups less likely to receive offers from university(and from higher status institutions in particular) than white British applicants?Main Findings: ■ Entry into higher education depends on a series of decisions made by individual candidates andthe institutions to which they apply. The decisions candidates make about where to apply mayhelp to explain why some ethnic groups tend to be concentrated in high status institutions, whileothers tend to be concentrated in less prestigious institutions. It is also possible that candidatesfrom some groups are disadvantaged by the decisions that institutions make: biases in theallocation of offers, for example, may mean that some groups are more reliant than others ongaining a place through ‘clearing’, filtering them into less prestigious institutions. ■ The research shows that applicants from non-mixed ‘race’ minority groups were significantly lesslikely to be offered a university place even after taking into account academic attainment, familysocial class background, sex and the type of school attended. ■ The researchers estimated that, on average, Pakistani candidates received seven fewer offers forevery 100 applications than equivalent white British applicants. Bangladeshi and black Africancandidates received five fewer offers for every 100 applications compared with equivalent whiteBritish applicants. ■ Applicants from other groups including Indian, Black Caribbean and Chinese were also less likelyto receive offers than white British candidates.Week Commencing 25th August 2014http://www.lse.ac.uk/newsAndMedia/PDF/NuffieldBriefing.pdfhttp://www.lse.ac.uk/newsAndMedia/PDF/NuffieldBriefing.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ However, mixed ‘race’ groups did not appear to be disadvantaged compared to white Britishcandidates.Conclusions: ■ Previous research has reported that while black and minority ethnic groups are over-representedin higher education they tend to be concentrated in lower status institutions. This study hasadded to the picture of black and minority ethnic participation in higher education in severalrespects. ■ We have shown that black and minority ethnic groups differ in their likelihood of applying to higherstatus institutions, with some being more likely to target high status institutions than white Britishcandidates and some being less likely to do so. ■ Our statistical modelling also indicates that when other variables are taken into account,candidates from most black and minority ethnic groups are just as, if not more, likely to targetelite universities than comparable white British candidates. ■ In relation to the probability of an application yielding an offer, this study confirms that some blackand minority groups appear to be disadvantaged in the allocation of higher education offers. ■ Applications made by candidates from Pakistani, Bangladeshi, Black African, Indian, BlackCaribbean, Chinese and various ‘other’ groups were all found to be less likely to yield anoffer than those made by white British candidates, controlling for a range of relevant variablesincluding academic attainment. ■ There was, however, no evidence that any apparent biases are stronger in higher status thanlower status institutions. ■ None of the mixed ethnic groups appear to be disadvantaged compared to white Britishcandidates. ■ The pattern of disadvantage highlighted by our analysis might be thought to be consistent withprevious suggestions that direct discrimination on the basis of candidates’ names could explaindifferences in offer rates. ■ While this remains plausible, the difference in offer rates across social class groups suggests thatwe should be cautious when considering this potential explanation: that is, in the case of socialclass, direct discrimination on the basis of names is not a convincing explanation. ■ There may be other differences between applications, including the perceived quality of personalstatements and the apparent ‘fit’ between the applicant and the course, which may be relevant. ■ The key finding from our analysis, however, is that ethnic and social class differences"
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Leadership

Black and Minority Ethnic Access to Higher Education: A Reassessment

19 Aug 2014

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