A quantitative investigation addressing the award gap in UK higher education; who does it really impact?

Ismail, Nazneen Abdul (2023) A quantitative investigation addressing the award gap in UK higher education; who does it really impact? Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

Increased participation of students from diverse educational backgrounds in the UK higher education sector has resulted in a differential award gap between white students and students of colour. Based on the notion that such inequalities are not the student's fault; it is suggested that structural determinants will also be responsible. The theoretical framework used to explore these issues utilises Archer's morphogenetic cycle, Bourdieu's concept of habitus, and Bronfenbrenner's bioecological systems. In doing so, it examines the influences of structural conditioning, social interaction, and agential action that are implicated in a student's final award. Using central administrative data from Manchester Metropolitan University, the research employs a critical realist approach and a reflexive quantitative methodology to examine the data. Both approaches are relatively innovative within the discipline of quantitative methodology, but they were required so that the researcher could acknowledge their positionality and locate themselves at the centre of the investigation. In the first instance, it was necessary to reject the term 'BAME' since it was believed that it could mask disparities among the identities that fall within the label's umbrella. Doing so revealed differences existed with Black students being 61% less likely to be awarded a first-class degree; and Asian students being 42% less likely. However, analysing the effects of socio-demographic, economic, previous academic achievements, and participation in extracurricular activities (ECA), demonstrated additional statistically significant differences. Participation in ECA into the model showed a moderated improvement in award for Asian students but no significant improvement for Black students. While the current research adopts a top-down approach by utilising the university's central administrative data, it is recommended that a more nuanced approach be implemented, grading on a more granular level, to understand where in the system students begin to receive lower grades that ultimately result in the award gap. Equality within the system can never be assumed. The hope is that identifying all structural barriers to achievement, whether they reside in the system or in an individual's educational background, could result in a better system where all students, regardless of their educational or cultural background, can benefit from attending university.