Breaking Barriers to Higher Education: A Closer Look at Underrepresented Groups

My line manager carried out my profession review today. One of the themes that I was pleased that emerged was my continuing commitment to Widening Participation in HE. This is not because I think everyone should attend - I don't - but because I think people should be able to if they want to.

Despite it being a political football for what-seems-like forever, access to higher education remains uneven. Certain socio-demographic groups are significantly underrepresented. Identifying these groups and understanding the barriers they face is essential for enacting policies that support inclusion and equity.

Socio-Economic Status

Students from lower socio-economic backgrounds are among the least likely to access higher education. The Office for Students (2023) reports disparities in participation rates between areas with traditionally high and low engagement, as defined by POLAR4 classification*. Financial barriers and limited cultural capital often hinder progression. These challenges align with Bourdieu’s (1986) concept of cultural capital, which highlights how socio-economic factors shape educational opportunities.

Ethnicity

Ethnic disparities in higher education participation are complex. While students from South Asian backgrounds generally have high participation rates, White students from disadvantaged backgrounds - particularly males - remain the least likely to attend university (UCAS, 2023). These gaps highlight the need for nuanced approaches that consider intersectionality within ethnic groups.

Gender

There is a growing gender gap in higher education. According to UCAS (2022), women are now 35% more likely to attend university than men. This disparity is particularly pronounced among students from disadvantaged socio-economic backgrounds.

Disability

Disabled students face a range of barriers, from accessibility issues to limited support during the transition into university life. Despite recent improvements, the Office for Students (2023) notes that disabled students still encounter significant challenges, particularly in accessing appropriate resources.

Geographic Location

Geographic disparities further compound the issue of inequity. Students from rural and coastal areas, as well as regions with fewer universities, are less likely to progress to higher education. Participation rates in the North East and South West of England remain consistently lower than in London and the South East (ONS, 2023).

Conclusion

Addressing inequalities in access requires targeted interventions that address financial barriers, improve local outreach and provide tailored support for students from diverse backgrounds. A closer working relationship between HEI's and the Education, Youth and Social Care sectors is something for the University community to continue to cultivate.

References

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). Greenwood Press.

Office for National Statistics. (2023). Participation rates in higher education by region and socio-economic background. Retrieved from https://www.ons.gov.uk

Office for Students. (2023). Access and participation data. Retrieved from https://www.officeforstudents.org.uk

UCAS. (2022). End of cycle data resources 2022. Retrieved from https://www.ucas.com

UCAS. (2023). Equality and participation report. Retrieved from https://www.ucas.com

Appendix

*The POLAR4 classification (Participation of Local Areas 4) is a statistical tool used in the UK to measure participation in higher education across different geographical areas