- Page 1 and 2: RESEARCHWhy the Difference?A Closer
- Page 4: AcknowledgementsThe authors would l
- Page 7: 5.3 Difficulties affecting academic
- Page 13 and 14: • Black or Black British: Black C
- Page 15 and 16: • A range of factors affect HE en
- Page 17 and 18: These are generalisations, and ther
- Page 19 and 20: However, one year on, some (and par
- Page 21 and 22: ecommendations are made (see Chapte
- Page 23: xxii
- Page 26 and 27: and colleges (for their HESA studen
- Page 28 and 29: • A follow-up survey of 103 gradu
- Page 30 and 31: survey. In total, 262 agreed to be
- Page 32 and 33: there has been some dispersion over
- Page 34: average economic returns to HE good
- Page 37 and 38: London. 1 Many minority ethnic pupi
- Page 39 and 40: 2.3 Different post-16 education cho
- Page 41: data for Black groups shown in the
- Page 46 and 47: • ‘A’ level route: Fewer mino
- Page 48 and 49: 3. Influences on Decision Making an
- Page 50 and 51: what to expect at HE (and the diffe
- Page 52 and 53: In our discussions with potential e
- Page 54 and 55: Figure 3.1: Likelihood of students
- Page 56 and 57: identified as being the most debt a
- Page 58 and 59: less well (Pakistani, Bangladeshi,
- Page 60 and 61: this is likely to vary between mino
- Page 62 and 63: • Understanding better the effect
- Page 64 and 65: approximately 196,000 in 2001/02, w
- Page 66 and 67: Table 4.2: Higher Education Initial
- Page 68 and 69: • in terms of the percentage shar
- Page 70 and 71: mostly due to the popularity of nur
- Page 72 and 73: • While the highest male particip
- Page 74 and 75: • Those currently on courses lead
- Page 76 and 77: mixed area, and having family exper
- Page 78 and 79: qualification. How they (and their
- Page 80 and 81: lower than the White figure (male a
- Page 82 and 83: 5. Student Progress and Experiences
- Page 84 and 85: information on how these factors af
- Page 86 and 87: (48 per cent), and Black Caribbean
- Page 88 and 89: performed during their studies, alt
- Page 90 and 91: affected by the different socio-eco
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‘I probably haven’t done that w
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5.7 SummaryThis chapter has shown t
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6. Output and AttainmentHere we foc
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However, if only first class degree
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qualifications. It has also shown t
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available), study/IT facilities, wo
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7. Transitions to the Labour Market
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confirmed by our potential student
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Figure 7.1: Student plans after com
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‘You get to the final year and yo
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Figure 7.2: Labour market success i
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male and female minority ethnic stu
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Figure 7.3: Unemployment rates (%)
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with most of the rest slightly or r
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output are recruited straight away
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7.6.2 Satisfaction with jobThe smal
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graduates opting to take these cour
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graduates. This may be mainly subje
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expanded graduate supply and growth
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A recent BIC survey was generally p
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obtained from them, therefore, refe
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It is also important to note, as ou
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marketing/publicity said they gave
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presenting an image of an organisat
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groups. One interviewee suggested t
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Positive images and marketingThere
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EvaluationWhile initiatives to wide
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• pre-recruitment activities in H
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ethnic students, there are some spe
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do so at the traditional 18/19 age,
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Policy implicationsThere are a numb
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9.3 HE Participation and choicesMin
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with higher concentrations of minor
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A further recommendation relates to
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Issues of race relations and equal
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minority ethnic groups than White g
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there are some data reliability iss
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BibliographyAdia E, Roberts D, Alle
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Department for Education and Skills
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Pollard E, Pearson R, Willison R, (
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Table A1: Higher Education Initial
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Table A3: Undergraduate White and m
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Table A5: White and minority ethnic
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Table A7: Socio-economic class (NS-
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Table A9: Main problems or difficul
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160 Why the Difference?Table A11: U
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Table A13: Further study or trainin
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did not happen. In future, we recom
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B.2.1 Survey approachA quantitative
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ooster sample also included the ‘
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was generally well matched except f
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Table B4: Representative sample: ed
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174 Why the Difference?Table B6: Ed
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Two intra-survey mailings were unde
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Table B8: Graduate sample by main e
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Table B10: Ethnic origin of parents
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Table B12: Occupation of parents, b
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having good coverage of all minorit
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Table B14: Sample profile by ethnic
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than the UCAS accepted applicant po
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they were tested for statistical si
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‘enablers’ and ‘inhibitors’