Background: The analogy of the leaky pipeline has been used to describe STEM education, with lowe... more Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions.
This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. ... more This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities. The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include: • How is the ideal student imagined and envisioned? • To what extent are these constructions realistic and achievable? • Are certain students more likely to aspire, identify or embody these ideal characteristics? • Are there any features of the ideal student that are widely shared and recognised? • How do people from different social backgrounds construct their ideal student? • How can staff support students to develop desirable characteristics for university? A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. ... more This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities.
The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:
• How is the ideal student imagined and envisioned?
• To what extent are these constructions realistic and achievable?
• Are certain students more likely to aspire, identify or embody these ideal characteristics?
• Are there any features of the ideal student that are widely shared and recognised?
• How do people from different social backgrounds construct their ideal student?
• How can staff support students to develop desirable characteristics for university?
A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
Science is central to our everyday life. Yet, the study of advanced science is often stratified b... more Science is central to our everyday life. Yet, the study of advanced science is often stratified by 'race' or ethnicity. This book draws across science education literature and sociology of education theories. It investigates how social identities of 'race' and ethnicity, social class and gender can shape minority ethnic students' views of, and aspirations toward, science through exploring the experiences of British Black Caribbean, Bangladeshi, Chinese, Indian and Pakistani young people. Is science for 'people like us'? This book engages with and extends our current conceptual thinking around aspiration, capital and identity, in the context of science. For instance, a distinction is made between careers in and from science as well as the educational discourses of 'being the best' and 'trying my best'. It contributes to ongoing discussions around 'science identity' and the emerging idea of 'science capital' along with the development of five 'types' of science participation.
This paper presents a conceptual framework of spatial belonging. The aim is to enrich our concept... more This paper presents a conceptual framework of spatial belonging. The aim is to enrich our conceptual understanding of space and belonging in higher education, with a provisional spatial belonging framework for researchers and practitioners to critically reflect on the different ways in which higher education spaces can facilitate and shape belonging and inclusion for students. Understanding spatial influences on student belonging is key to appreciating the nuances and multidimensionality of their experiences, especially for underrepresented students whose belonging at university is often more precarious. Drawing on theories from education, sociology and geography – especially Foucault’s (1986. “Of Other Spaces.” Diacritics 16 (1): 22–27) heterotopia, Lefebvre’s (1991. The Production of Space. Oxford: Blackwell) spatial production, Massey’s (2005. For Space. London: Sage) spatial relations and literature on spatial justice – four dimensions of spatial belonging are proposed as a lens to better recognise the influence of multiple spaces on student belonging. The physical dimension includes the material and visible aspects of space and how that can shape student experiences and belonging, while the digital dimension considers the role of technology, especially virtual learning and hybrid spaces. The relational dimension highlights the importance of social relationships and connections, which transcends physicality and digitality, and likewise, the structural dimension focuses on the wider societal system and how dominant discourses shape the way space is experienced by different students. By examining the physical, digital, relational and structural spaces, the spatial belonging framework provides an innovative conceptual insight into student belonging in higher education. This paper lays the groundwork for future research to examine how multiple spaces intersect and contribute to student belonging.
Despite being in a digital age, the diversity of young people choosing to study and work in compu... more Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that have a higher-than-average uptake of GCSE Computer Science (a national exam taken by students at age 16). Amongst students who have chosen to study GCSE Computer Science, girls have a lower odds of aspiring to be a Computer Scientist compared to boys. Amongst younger students yet to pick their GCSE options, there are significantly more girls than boys wanting to work in digital art. Multivariable regression analysis identified 10 factors that were associated with aspirations to become a computer scientist. These include being a boy, being of Asian ethnicity, currently studying GCSE Computer Science, having a parent in computing, as well as having higher 'coding self-belief', elevated levels of 'family support' and aspiring towards 'technical jobs'. Implications for practice and curriculum design are discussed.
International Journal of Science and Mathematics Education, 2022
Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (... more Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears pragmatic as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as persistent, as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat precarious, because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice.
Improving non-traditional students' access to higher education has been an aim of United Kingdom ... more Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.
Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst ther... more Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst there appears to be renewed public interest in structural racism, the realities of lived racism are, for many, a part of everyday life. This paper explores the experiences of minority ethnic students in UK higher education, especially their approaches to racism and coping strategies. Drawing on 51 in-depth interviews, the authors discuss the different ways in which racism can affect students and the extent to which it is normalised. As a means of coping, students appear to develop different degrees of emotional detachment and desensitisation towards racist behaviours. They discuss how white privilege in higher education can contribute to the silencing of minority ethnic students in the battle against racism, especially in white university spaces where racist behaviours are generally accepted, overlooked or trivialised. They conclude with a discussion of implications for policy and practice.
Recognising the changing landscape and financial costs, changes in the higher education sector co... more Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students’ construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students’ construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.
In UK higher education, minority ethnic students are less likely to graduate with a good degree t... more In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students’ sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.
Marketisation has directed higher education institutions and policies to focus on student support... more Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the ideal student at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as Diligence & Engagement, Organisation & Discipline, Reflection & Innovation, Positive & Confident Outlook, Supportive of Others, Academic Skills, Employability Skills and Intelligence & Strategic Approach. Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.
The higher education market has prompted universities to justify their value and worth, especiall... more The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.
The concept of science capital has a growing influence in science education research for understa... more The concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n = 23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital.
This paper contributes to our understanding of the ‘ideal’ university student – a working concept... more This paper contributes to our understanding of the ‘ideal’ university student – a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic expectations of students in higher education. Drawing on Weber’s theory of ideal types, we explore university staff and students’ conceptualisation of the ‘ideal’ student. Informed by 20 focus groups with 75 university staff and students, we focus on how the concept of ‘ideal’ student is perceived, challenged and negotiated. We argue that the ‘ideal’ student has important conceptual and practical implications for higher education, especially the importance of explicitness and the dangers of presumptions. The concept has the potential to bridge differences and manage expectations between lecturers and students, which have been stretched due to consumerism, by offering a platform where expectations of university students are elaborated. We present a working definition of ‘ideal’ university student, which, we argue, encompasses desirability, imperfection and realism.
With more graduates, degree outcomes have a renewed significance for high-achieving students to s... more With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.
Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few r... more Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few recent studies have focused on lecturers’ conceptualisation and construction of the ‘ideal’ university student. Informed by 30 in-depth interviews with lecturers from two post-92 English universities within the social sciences, we explore how the notion of ‘ideal’ student is understood in contemporary higher education. We focus on lecturers’ expectations of undergraduate students, as well as their views of the ‘ideal’ student in different teaching and learning contexts. We identified specific personal and academic skillsets that are desirable of students, including preparation, engagement and commitment, as well as being critical, reflective and making progress. The ability to achieve high grades, interestingly, is rarely mentioned as important. Implications for policy and practice are discussed as we present a much-needed update on the current features of the ‘ideal’ university student, which can influence student experience, especially the lecturer-student relationship.
In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “u... more In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “upper second class,” which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu’s theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minority ethnic, and/or mature students at university. We found that prior development in academic study skills and the desire to prove oneself, often in response to previous negative experiences, are key ingredients in academic success. Our HANT students also seem to find inspiration or support from significant others, an educational capital, although these resources are often by chance rather than by plan. Implications for policy and practice are suggested.
In England, higher education is more marketised than ever before as the difference between studen... more In England, higher education is more marketised than ever before as the difference between students and consumers is increasingly blurred, propelled by the rise in tuition fees. With students demanding more for their money, the role of university lecturers continues to change. This study explores the ways in which lecturers re-evaluate and reconstruct their roles and responsibilities in light of heightened student expectations. We draw on 30 in-depth interviews with lecturers from the social sciences, across two post-1992 universities in England, where tuition fees have tripled since 2012. We focus on lecturers’ views and experiences of student expectations, as well as the support available to students as we shift towards a more consumerist approach in higher education. We find examples of tension between academic values and consumeristic student expectations as lecturers discuss their precarious positions as an educator as well as an entertainer. We believe that the expanding role of lecturers merits an urgent review at the institutional and national level, to promote and ensure clarity of the boundaries and expectations of teaching staff.
Background: The analogy of the leaky pipeline has been used to describe STEM education, with lowe... more Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions.
This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. ... more This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities. The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include: • How is the ideal student imagined and envisioned? • To what extent are these constructions realistic and achievable? • Are certain students more likely to aspire, identify or embody these ideal characteristics? • Are there any features of the ideal student that are widely shared and recognised? • How do people from different social backgrounds construct their ideal student? • How can staff support students to develop desirable characteristics for university? A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. ... more This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities.
The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:
• How is the ideal student imagined and envisioned?
• To what extent are these constructions realistic and achievable?
• Are certain students more likely to aspire, identify or embody these ideal characteristics?
• Are there any features of the ideal student that are widely shared and recognised?
• How do people from different social backgrounds construct their ideal student?
• How can staff support students to develop desirable characteristics for university?
A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
Science is central to our everyday life. Yet, the study of advanced science is often stratified b... more Science is central to our everyday life. Yet, the study of advanced science is often stratified by 'race' or ethnicity. This book draws across science education literature and sociology of education theories. It investigates how social identities of 'race' and ethnicity, social class and gender can shape minority ethnic students' views of, and aspirations toward, science through exploring the experiences of British Black Caribbean, Bangladeshi, Chinese, Indian and Pakistani young people. Is science for 'people like us'? This book engages with and extends our current conceptual thinking around aspiration, capital and identity, in the context of science. For instance, a distinction is made between careers in and from science as well as the educational discourses of 'being the best' and 'trying my best'. It contributes to ongoing discussions around 'science identity' and the emerging idea of 'science capital' along with the development of five 'types' of science participation.
This paper presents a conceptual framework of spatial belonging. The aim is to enrich our concept... more This paper presents a conceptual framework of spatial belonging. The aim is to enrich our conceptual understanding of space and belonging in higher education, with a provisional spatial belonging framework for researchers and practitioners to critically reflect on the different ways in which higher education spaces can facilitate and shape belonging and inclusion for students. Understanding spatial influences on student belonging is key to appreciating the nuances and multidimensionality of their experiences, especially for underrepresented students whose belonging at university is often more precarious. Drawing on theories from education, sociology and geography – especially Foucault’s (1986. “Of Other Spaces.” Diacritics 16 (1): 22–27) heterotopia, Lefebvre’s (1991. The Production of Space. Oxford: Blackwell) spatial production, Massey’s (2005. For Space. London: Sage) spatial relations and literature on spatial justice – four dimensions of spatial belonging are proposed as a lens to better recognise the influence of multiple spaces on student belonging. The physical dimension includes the material and visible aspects of space and how that can shape student experiences and belonging, while the digital dimension considers the role of technology, especially virtual learning and hybrid spaces. The relational dimension highlights the importance of social relationships and connections, which transcends physicality and digitality, and likewise, the structural dimension focuses on the wider societal system and how dominant discourses shape the way space is experienced by different students. By examining the physical, digital, relational and structural spaces, the spatial belonging framework provides an innovative conceptual insight into student belonging in higher education. This paper lays the groundwork for future research to examine how multiple spaces intersect and contribute to student belonging.
Despite being in a digital age, the diversity of young people choosing to study and work in compu... more Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that have a higher-than-average uptake of GCSE Computer Science (a national exam taken by students at age 16). Amongst students who have chosen to study GCSE Computer Science, girls have a lower odds of aspiring to be a Computer Scientist compared to boys. Amongst younger students yet to pick their GCSE options, there are significantly more girls than boys wanting to work in digital art. Multivariable regression analysis identified 10 factors that were associated with aspirations to become a computer scientist. These include being a boy, being of Asian ethnicity, currently studying GCSE Computer Science, having a parent in computing, as well as having higher 'coding self-belief', elevated levels of 'family support' and aspiring towards 'technical jobs'. Implications for practice and curriculum design are discussed.
International Journal of Science and Mathematics Education, 2022
Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (... more Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears pragmatic as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as persistent, as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat precarious, because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice.
Improving non-traditional students' access to higher education has been an aim of United Kingdom ... more Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.
Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst ther... more Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst there appears to be renewed public interest in structural racism, the realities of lived racism are, for many, a part of everyday life. This paper explores the experiences of minority ethnic students in UK higher education, especially their approaches to racism and coping strategies. Drawing on 51 in-depth interviews, the authors discuss the different ways in which racism can affect students and the extent to which it is normalised. As a means of coping, students appear to develop different degrees of emotional detachment and desensitisation towards racist behaviours. They discuss how white privilege in higher education can contribute to the silencing of minority ethnic students in the battle against racism, especially in white university spaces where racist behaviours are generally accepted, overlooked or trivialised. They conclude with a discussion of implications for policy and practice.
Recognising the changing landscape and financial costs, changes in the higher education sector co... more Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students’ construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students’ construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.
In UK higher education, minority ethnic students are less likely to graduate with a good degree t... more In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students’ sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.
Marketisation has directed higher education institutions and policies to focus on student support... more Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the ideal student at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as Diligence & Engagement, Organisation & Discipline, Reflection & Innovation, Positive & Confident Outlook, Supportive of Others, Academic Skills, Employability Skills and Intelligence & Strategic Approach. Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.
The higher education market has prompted universities to justify their value and worth, especiall... more The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.
The concept of science capital has a growing influence in science education research for understa... more The concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n = 23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital.
This paper contributes to our understanding of the ‘ideal’ university student – a working concept... more This paper contributes to our understanding of the ‘ideal’ university student – a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic expectations of students in higher education. Drawing on Weber’s theory of ideal types, we explore university staff and students’ conceptualisation of the ‘ideal’ student. Informed by 20 focus groups with 75 university staff and students, we focus on how the concept of ‘ideal’ student is perceived, challenged and negotiated. We argue that the ‘ideal’ student has important conceptual and practical implications for higher education, especially the importance of explicitness and the dangers of presumptions. The concept has the potential to bridge differences and manage expectations between lecturers and students, which have been stretched due to consumerism, by offering a platform where expectations of university students are elaborated. We present a working definition of ‘ideal’ university student, which, we argue, encompasses desirability, imperfection and realism.
With more graduates, degree outcomes have a renewed significance for high-achieving students to s... more With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.
Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few r... more Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few recent studies have focused on lecturers’ conceptualisation and construction of the ‘ideal’ university student. Informed by 30 in-depth interviews with lecturers from two post-92 English universities within the social sciences, we explore how the notion of ‘ideal’ student is understood in contemporary higher education. We focus on lecturers’ expectations of undergraduate students, as well as their views of the ‘ideal’ student in different teaching and learning contexts. We identified specific personal and academic skillsets that are desirable of students, including preparation, engagement and commitment, as well as being critical, reflective and making progress. The ability to achieve high grades, interestingly, is rarely mentioned as important. Implications for policy and practice are discussed as we present a much-needed update on the current features of the ‘ideal’ university student, which can influence student experience, especially the lecturer-student relationship.
In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “u... more In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “upper second class,” which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu’s theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minority ethnic, and/or mature students at university. We found that prior development in academic study skills and the desire to prove oneself, often in response to previous negative experiences, are key ingredients in academic success. Our HANT students also seem to find inspiration or support from significant others, an educational capital, although these resources are often by chance rather than by plan. Implications for policy and practice are suggested.
In England, higher education is more marketised than ever before as the difference between studen... more In England, higher education is more marketised than ever before as the difference between students and consumers is increasingly blurred, propelled by the rise in tuition fees. With students demanding more for their money, the role of university lecturers continues to change. This study explores the ways in which lecturers re-evaluate and reconstruct their roles and responsibilities in light of heightened student expectations. We draw on 30 in-depth interviews with lecturers from the social sciences, across two post-1992 universities in England, where tuition fees have tripled since 2012. We focus on lecturers’ views and experiences of student expectations, as well as the support available to students as we shift towards a more consumerist approach in higher education. We find examples of tension between academic values and consumeristic student expectations as lecturers discuss their precarious positions as an educator as well as an entertainer. We believe that the expanding role of lecturers merits an urgent review at the institutional and national level, to promote and ensure clarity of the boundaries and expectations of teaching staff.
Digital technology is increasingly central to our lives, particularly among young people. However... more Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13–19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity.
Computers and information technology are fast becoming a part of young people’s everyday life. Ho... more Computers and information technology are fast becoming a part of young people’s everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally-skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally-skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally-skilled youths identify with computing in different ways and for different reasons. Most enjoy doing computing but few aspired to being a computer person. Implications of our findings for computing education are discussed, especially the continued need to broaden identities in computing, even for the digitally-skilled.
International Journal of Science and Mathematics Education, 2011
Students' interest in studying science and their aspirations to pursue science-related careers is... more Students' interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10-14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students' aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach's alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students' aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, 'Asian' students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.
The SESTEM project emerged in response to concerns about the ethnicity awarding gap. The project ... more The SESTEM project emerged in response to concerns about the ethnicity awarding gap. The project sought to provide qualitative, longitudinal and contextualised data to enable a better understanding of the experiences, opportunities, challenges and attainments of university students. The project leaders focused on the lived experiences of undergraduate students in STEM degrees, especially those who self-identify as from a minority ethnic background. The project set out to gather empirical evidence to reduce racial inequalities, including the ethnicity degree awarding gap.
The MiniPolice project aims to offer primary schoolchildren (aged 9-11) first-hand experiences an... more The MiniPolice project aims to offer primary schoolchildren (aged 9-11) first-hand experiences and engagements with their local community to develop a stronger sense of citizenship and responsibility, as well as a greater understanding of police work. This report is an evaluation of the MiniPolice project in Reading.
Increasing numbers of schools are offering computer science at GCSE (52.5%) and A level (36.2%), ... more Increasing numbers of schools are offering computer science at GCSE (52.5%) and A level (36.2%), and so now there's a good chance that a student will find CS on offer at their school (76.3% at GCSE). However, relatively few students choose to take the subject: at GCSE, only 11.9%, and at A level, just 2.7%. Provision though remains 'patchy': grammar schools are more likely than comprehensives to offer CS, independent schools rather less so. Similarly, some local authorities and multi-academy trusts leading the way, and others lagging behind. Numbers taking the subject continue to rise, although not as rapidly as in the past. We now must rise to the challenge of encouraging (or perhaps allowing) more students to have a go at CS, learning from the good practice in schools, local authorities and trusts that are already succeeding here. This issue is particularly acute at A level, where less that 15% of colleges or sixth forms have cohorts that the DfE would regard as viable.
At GCSE, the typical CS student is academically strong, mathematically able, likely to be taking triple science (despite CS counting as a science for the EBacc), from a relatively affluent family, and overwhelming likely to be male (even if the smaller number of girls taking the subject do better in the exam). Some schools and local authorities are doing well in addressing the gender gap in CS, but there are 382 *mixed* schools where the CS students are all boys.
A level CS remains a niche subject: students typically have good maths grades, but their overall academic performance is not strong. CS is often taken in combination with maths and physics. 90% of entries come from boys, and boys are now outperforming girls at the top grades. In 25 local authorities, all the CS entries come from boys. Again students are likely to come from relatively affluent backgrounds, but rather more of these students will be on the school's SEN register than for most subjects.
GCSE and A level CS are hard! At GCSE, students typically get half a grade lower in CS than in their other subjects; at A level, CS grades are also a little lower (about a sixth of a grade) than those students get for their other subjects. CS and ICT are quite different qualifications, and thus are taken by quite different students: the latter are (on average) from less affluent backgrounds, weaker academically, closer to a typical mix for ethnicity, and more likely to be female: the decision to remove ICT as qualifications at GCSE and A level, seems likely to result in fewer, and rather less diverse, students overall taking qualifications in computing.
This report analyses the uptake of computing / computer science qualifications at GCSE and A-leve... more This report analyses the uptake of computing / computer science qualifications at GCSE and A-level by looking at the schools that offer the qualification and the students sitting it. Not all schools offer computing qualification at GCSE or A-level and not all students sit qualifications in computing. Even where a qualification is taught by a school, subject requirements might limit the type of student who is able to take the course. Whilst at A-level computing is a well established subject, it is only offered by a minority of centres, with some areas having no provision. Until recently the number of students taking A-level computing has been in decline (McBride, 2008); JCQ(2014, 2015a, 2016b) figures show that since 2014 numbers have been increasing year on year. A new computing GCSE was introduced by the OCR exam board in 2011 (OCR, 2011) with the first cohort of students sitting exams in 2013. Understandably, not all schools adopted this qualification immediately, and whilst the number of centres and students have been increasing, the numbers have not yet matched those of ICT (JCQ, 2016c). A similar picture has been observed at A-level with numbers of computing students rising 50% in 5 years but still well below ICT (JCQ, 2011, 2015a). Additionally, with recent school funding changes at A-level, from a per subject to per student system (BBC, 2015; Education Funding Agency, 2016), the computing cohort size of A-level providers now becomes a greater concern for the ongoing financial viability of the subject. Smaller subject cohorts may make a course too expensive for smaller providers.
This report’s first aim is to understand the A-level and GCSE computing cohorts beyond the widely publicised disparity in gender (JCQ, 2015b). It will look at provider type, provider location, subject mix, the ethnicity and socio-economic status of students. To conduct this research the report uses the DfE National Pupil Database (NPD) (DfE, 2015d) linked to Edubase (DfE, 2016a). The NPD provides individual student examination and characteristic data for GCSE and A-level; Edubase provides profile information on individual schools.
The GCSE and A-level in ICT are being discontinued in 2017 (DfE, 2015a). This leads to the report’s second aim, which is to contrast the computing and ICT qualifications. The DfE justification for dropping the ICT qualification and keeping computer science is that the subjects occupy the “same [subject] space” (quoted in Vaughan, 2015). It is not within the scope of this report to address the overlap in content between these subjects, instead the aim here is to compare the profiles of schools offering each qualification and the examination cohorts. Can we expect students who would have previously chosen ICT qualifications to now choose computing, or that providers which previously ran ICT courses will now switch to computing?
This report is the first iteration of an annual statistical review of computing in England. As such, we welcome comments and suggestions for improvement, as well as suggestions for areas that we can explore further. An updated version, using data from 2016, will be available next year.
The aim of the work reported here has been to give an overview of the support that the informal s... more The aim of the work reported here has been to give an overview of the support that the informal sector provides for learning and engagement with science. In addressing this goal, we have taken the view that engagement with science and the learning of science occur both within and without schools. What is of interest is not who provides the experience or where it is provided but the nature and diversity of opportunities for science learning and engagement that are offered in contemporary UK society. Thus in approaching the work we have taken a systems perspective and looked at informal providers in particular, although we have also sought the views of those working in schools.
Underachievement in education refers to students who achieve below the average or expected grades... more Underachievement in education refers to students who achieve below the average or expected grades. In western countries such as Australia, Canada, New Zealand, the United Kingdom, and the United States, minority ethnic young people tend to underachieve and attain lower grades than students from the majority ethnic background. A number of interrelated issues, such as racism, low teacher expectations and stereotypes, and cultural differences, can contribute toward the general underachievement of minority ethnic students in education.
In this chapter, the authors’ analyze why school science needs to attend more to educating studen... more In this chapter, the authors’ analyze why school science needs to attend more to educating students about opportunities for scientific careers. The arguments of this chapter are twofold: (1) School science education fails to recognize what it is about science education that matters and (2) more importantly, school science gives insufficient emphasis to educating students about the careers that are available both in and from science. The authors seek to show that the failure to exploit the value of science for future employment is a missed opportunity to engage students in science. Their principal contention in this chapter is to try to show that what students and society value most—the extrinsic worth of science qualifications for future employment—is neglected.
In 2014 English schools undertook a shift from a mainly ICT based curriculum to one that focuses ... more In 2014 English schools undertook a shift from a mainly ICT based curriculum to one that focuses on computer science. Qualifications in computing have been introduced and ICT was subsequently phased out. The question now arises as to whether the students who would have previously taken ICT qualifications are now taking the new computer science courses. Using student data for all English examinations taken by 16 and 18 year olds, we have profiled the student cohorts taking ICT and computing, as well as the schools offering them. We have analyzed the differences between these two cohorts in terms of prior attainment, course outcomes, gender, socio-economic groupings, ethnicity, and geographic spread. We find that there are large differences between the two groups: computing has far fewer female, working class and particular minority ethnic students. Computing students tend to have achieved better in mathematics than their ICT peers, and there is some evidence that academic selection criteria are being used to restrict entry. We conclude that it is unlikely that all, or even most, students who would have previously sat ICT qualifications will now sit qualifications in computer science. The shift in curriculum and examinations may have produced a less inclusive subject.
The ideal student virtual book launch was held on the 7th July 2021. A YouTube recording is avail... more The ideal student virtual book launch was held on the 7th July 2021. A YouTube recording is available here: https://www.youtube.com/watch?v=b5hMOl9WnHA
Goal: A quick video guide or refresher on how to use NVivo. Demonstrated on NVivo 12 in Windows b... more Goal: A quick video guide or refresher on how to use NVivo. Demonstrated on NVivo 12 in Windows but could be quite useful for users of NVivo 11, 10 and 9 when you move onto this version, by choice or otherwise!
A quick guide or refresher on how to use NVivo. Demonstrated on NVivo 12 in Windows but could be ... more A quick guide or refresher on how to use NVivo. Demonstrated on NVivo 12 in Windows but could be quite useful for users of NVivo 11, 10 and 9 when you move onto this version.
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Books by Billy Wong
The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:
• How is the ideal student imagined and envisioned?
• To what extent are these constructions realistic and achievable?
• Are certain students more likely to aspire, identify or embody these ideal characteristics?
• Are there any features of the ideal student that are widely shared and recognised?
• How do people from different social backgrounds construct their ideal student?
• How can staff support students to develop desirable characteristics for university?
A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
Papers by Billy Wong
The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:
• How is the ideal student imagined and envisioned?
• To what extent are these constructions realistic and achievable?
• Are certain students more likely to aspire, identify or embody these ideal characteristics?
• Are there any features of the ideal student that are widely shared and recognised?
• How do people from different social backgrounds construct their ideal student?
• How can staff support students to develop desirable characteristics for university?
A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.
Watch video here: youtu.be/I6leTHjifUs
At GCSE, the typical CS student is academically strong, mathematically able, likely to be taking triple science (despite CS counting as a science for the EBacc), from a relatively affluent family, and overwhelming likely to be male (even if the smaller number of girls taking the subject do better in the exam). Some schools and local authorities are doing well in addressing the gender gap in CS, but there are 382 *mixed* schools where the CS students are all boys.
A level CS remains a niche subject: students typically have good maths grades, but their overall academic performance is not strong. CS is often taken in combination with maths and physics. 90% of entries come from boys, and boys are now outperforming girls at the top grades. In 25 local authorities, all the CS entries come from boys. Again students are likely to come from relatively affluent backgrounds, but rather more of these students will be on the school's SEN register than for most subjects.
GCSE and A level CS are hard! At GCSE, students typically get half a grade lower in CS than in their other subjects; at A level, CS grades are also a little lower (about a sixth of a grade) than those students get for their other subjects. CS and ICT are quite different qualifications, and thus are taken by quite different students: the latter are (on average) from less affluent backgrounds, weaker academically, closer to a typical mix for ethnicity, and more likely to be female: the decision to remove ICT as qualifications at GCSE and A level, seems likely to result in fewer, and rather less diverse, students overall taking qualifications in computing.
qualification at GCSE or A-level and not all students sit qualifications in computing. Even where a qualification is taught by a school, subject requirements might limit the type of student who is able to take the
course. Whilst at A-level computing is a well established subject, it is only offered by a minority of centres, with some areas having no provision. Until recently the number of students taking A-level computing has been in decline (McBride, 2008); JCQ(2014, 2015a, 2016b) figures show that since 2014 numbers have been increasing year on year. A new computing GCSE was introduced by the OCR exam board in 2011 (OCR, 2011) with the first cohort of students sitting exams in 2013. Understandably, not all schools adopted this
qualification immediately, and whilst the number of centres and students have been increasing, the numbers have not yet matched those of ICT (JCQ, 2016c). A similar picture has been observed at A-level with numbers of computing students rising 50% in 5 years but still well below ICT (JCQ, 2011, 2015a). Additionally, with recent school funding changes at A-level, from a per subject to per student system (BBC, 2015; Education Funding Agency, 2016), the computing cohort size of A-level providers now becomes a greater
concern for the ongoing financial viability of the subject. Smaller subject cohorts may make a course too expensive for smaller providers.
This report’s first aim is to understand the A-level and GCSE computing cohorts beyond the widely publicised disparity in gender (JCQ, 2015b). It will look at provider type, provider location, subject mix, the ethnicity and socio-economic status of students. To conduct this research the report uses the DfE National Pupil Database (NPD) (DfE, 2015d) linked to Edubase (DfE, 2016a). The NPD provides individual student examination and characteristic data for GCSE and A-level; Edubase provides profile information on
individual schools.
The GCSE and A-level in ICT are being discontinued in 2017 (DfE, 2015a). This leads to the report’s second aim, which is to contrast the computing and ICT qualifications. The DfE justification for dropping the ICT qualification and keeping computer science is that the subjects occupy the “same [subject] space” (quoted in Vaughan, 2015). It is not within the scope of this report to address the overlap in content between these subjects, instead the aim here is to compare the profiles of schools offering each qualification and the examination cohorts. Can we expect students who would have previously chosen ICT qualifications to now choose computing, or that providers which previously ran ICT courses will now switch to computing?
This report is the first iteration of an annual statistical review of computing in England. As such, we welcome comments and suggestions for improvement, as well as suggestions for areas that we can explore further. An updated version, using data from 2016, will be available next year.
Import, memo and annotations: https://youtu.be/LnavhMQCrRU
Coding & uncoding: https://youtu.be/iH2vQ0hCLgk
Classification & attributes: https://youtu.be/ApJ_-vfx-kw
Word frequency and text search: https://youtu.be/mFzpUfWyNX0
Matrix coding query & crosstabs: https://youtu.be/OCrq3ZVlDq0
Import, memo and annotations: https://youtu.be/LnavhMQCrRU
Coding & uncoding: https://youtu.be/iH2vQ0hCLgk
Classification & attributes: https://youtu.be/ApJ_-vfx-kw
Word frequency and text search: https://youtu.be/mFzpUfWyNX0
Matrix coding query & crosstabs: https://youtu.be/OCrq3ZVlDq0