As educators, we all aim to ensure that students
can make informed decisions on their future
and access competitive university places based
on merit and potential. Whilst these objectives
drive us more than ever, delivering on these
goals can be challenging.
There are still students who are less able to
access higher tariff university destinations,
particularly students from Black ethnicity
backgrounds, students from Asian ethnicity
backgrounds and mature learners. This article
looks at how we can empower these students
to make an informed decision and consider
selective universities.
That well-worn phrase - “You never stop
learning” is particularly pertinent. Each student
faces distinctive challenges in accessing
selective institutions. We can all learn more
about the outlooks and understandings
students hold, particularly when these are
different to our own.
We know that a majority of teaching
professionals are from a White ethnicity
background and around 75% are women.
Reflecting on our own policies and
curriculum to celebrate a diversity of
cultures helps students tackle ignorance and
misunderstanding. Opting to listen, acting as an
advocate and thinking critically about our own
assumptions/biases can help to create more
accurate predicted grades and an inclusive
environment.
Some students feel uncomfortable with
accessing selective university places as they feel there are no students representing their
journey. Providing positive role models who
have taken similar steps generates positive
attitudes towards higher tariff university
progression.
Highlighting materials like blogs, vlogs
and talks which reflect an authentic higher
education experience, especially when from
current students, is key. The more we combat
what a ‘typical student’ looks or sounds like,
the greater the mobility of all students.
There can be fantastic opportunities for students to stay within an area they know well. However, it is also important that we present students with a genuine choice to help them make an informed decision. Providing guidance about amenities, facilities and culture in different areas of the country can help reduce the unknown elements of moving away from home. Within the Russell Group, there is variety and unique experiences - students should consider more than just the selective institution closest to them.
Selective universities have a raft of targeted activities and programmes to help tackle the barriers mentioned above. Researching institution provision might open the door for your students. At the University of York, we have innovative programmes such as ‘Black Access’, designed by our current students to showcase their experiences as Black students. We also have programmes such as ‘YorWay to York’ to help students overcoming distance, and sector leading care experienced and independent student provision. Selective universities might also utilise contextual offers to help provide fairer access to higher education where inequalities still exist.
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