Black and ethnic minority students less likely to receive offers from university than white students

By Nuffield Foundation

University applicants from black and ethnic minority backgrounds are less likely to receive conditional offers than comparable white British applicants according to research from LSE. 

The research, funded by the Nuffield Foundation, shows that applicants from non-mixed ‘race’ minority groups were significantly less likely to be offered a university place even after taking into account academic attainment, family social class background, sex and the type of school attended.

The researchers estimated that, on average, Pakistani candidates received seven fewer offers for every 100 applications than equivalent white British applicants. Bangladeshi and black African candidates received five fewer offers for every 100 applications compared with equivalent white British applicants.

Applicants from other groups including Indian, Black Caribbean and Chinese were also less likely to receive offers than white British candidates.

However, mixed ‘race’ groups did not appear to be disadvantaged compared to white British candidates.

Dr Michael Shiner, Associate Professor in LSE’s Department of Social Policy, said: “We know that students from black and minority ethnic groups go to university in good numbers, but our analysis raises concerns about the fairness of the admissions process. Even when we take account of A-level grades, candidates’ chances of receiving an offer vary according to their ethnicity, the type of school they attend and their family background. For some candidates these factors combine to create quite marked differences. Although the vast majority of applicants do eventually get a place at university, non-academic factors influence the offers they receive and the choices that are available to them”.

The researchers found that Chinese candidates seemed just as likely to receive a conditional offer as white British candidates before controlling for academic factors, but were less likely to do so when these factors were taken into account. This suggests that Chinese students’ high levels of attainment mask their reduced offer rates.

The probability of receiving an offer was significantly linked to the type of school candidates attended and their A-level subjects as well as their academic attainment. Having attended an independent or grammar school – rather than a non-selective school – increased students’ chances of receiving an offer.

Although the study was principally focussed on ethnicity, it also showed that candidates from lower social class groups were less likely to receive offers than their more privileged counterparts.

Tariq Modood, Professor of Sociology, Politics and Public Policy at the University of Bristol, said: “Young people from lower social class backgrounds and some ethnic minority groups are less likely to attend schools that are geared towards getting pupils into higher education or to come from families that are familiar with the application process. Having access to good advice from teachers to help students choose the right combination of A-levels and write a good personal statement can have a massive impact. We need universities to do more work with schools to ensure that the process is fair to all.”

The researchers looked at 50,000 university candidates provided by the Universities and Colleges Admissions Service (UCAS) covering the 2008 admission cycle.

More information

Black and Minority Ethnic Access to Higher Education A Reassessment by Philip Noden, Michael Shiner and Tariq Modood (PDF).

Papers are also forthcoming in the Oxford Review of Education and the British Journal of the Sociology of Education

Related


Explore our projects

Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
New

Education | 2020 - 2022

Can maths apps add value to learning?

View project
Male-teacher-teaches-teenagers-in-secondary-school-lesson-Autonomous-schools-and-the-teacher-labour-market-Evidence-from-academies-PROJ
New

Education | 2020

Autonomous schools and the teacher labour market: Evidence from academies

View project
New

Education | 2020 - 2021

Ethical principles underpinning co-production with young people

View project
New

Education | 2020 - 2020

COVID-19 mitigation measures: education provision and access to special schools

View project
New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
In progress

Welfare | 2020 - 2022

Vulnerability, migration and well-being: experiences, perceptions and barriers

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
In progress

Welfare | 2020 - 2022

How UK welfare reform affects larger families

View project
New

Education | 2020 - 2021

Ethical principles underpinning co-production with young people

View project
New

Education | 2020 - 2020

COVID-19 mitigation measures: education provision and access to special schools

View project
Male-teacher-teaches-teenagers-in-secondary-school-lesson-Autonomous-schools-and-the-teacher-labour-market-Evidence-from-academies-PROJ
New

Education | 2020

Autonomous schools and the teacher labour market: Evidence from academies

View project
Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
New

Education | 2020 - 2022

Can maths apps add value to learning?

View project
In progress

Welfare | 2020 - 2022

Vulnerability, migration and well-being: experiences, perceptions and barriers

View project
New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
Early years worker sitting at table with children
In progress

Education | 2020 - 2021

The ‘common elements’ approach: improving outcomes in early childhood education

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
In progress

Education | 2020 - 2021

Teaching fractions and decimals to children aged 3 to 11

View project
New

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
In progress

Welfare | 2020 - 2022

Vulnerability, migration and well-being: experiences, perceptions and barriers

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
In progress

Welfare | 2020 - 2022

How UK welfare reform affects larger families

View project
In progress

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
In progress

Education | 2020 - 2022

Teacher supply, shortages and working conditions in England and Wales

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
In progress

Education | 2020 - 2022

The influence of headteachers on their schools

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
In progress

Education | 2020 - 2021

Teaching fractions and decimals to children aged 3 to 11

View project
In progress

Education | Welfare | 2020 - 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Maths resit students taking exam
Reported

Education | 2019 - 2020

A new mathematics GCSE curriculum for post-16 resit students

View project
Reported

Welfare | 2018 - 2019

Atlas of inequality: understanding the local nature of a global phenomenon

View project
Reported

Education | 2018 - 2018

GCSE and A-level results day project

View project
Reported

Education | 2018 - 2020

Teaching reading: an integrated programme for deaf & hearing children

View project
Reported

Education | 2018 - 2019

Developing a sustainable intervention for disadvantaged children

View project
Reported

Education | 2017 - 2018

Growing up digital

View project
Reported

Education | 2017 - 2020

Mathematics in Further Education Colleges (MiFEC)

View project
Reported

Education | 2017 - 2020

Educational attainment of children in need & children in care

View project
Reported

Welfare | 2017 - 2018

The distribution and dynamics of economic and social well-being in the UK

View project
Teacher and young schoolgirl in classroom look at building blocks brain training game together
Reported

Education | 2017 - 2019

Trialling an executive function training intervention for preschoolers

View project
Reported

Education | Welfare | 2017 - 2019

Undermatch in higher education: prevalence, drivers and outcomes

View project
Reported

Welfare | 2017 - 2019

The economic integration of refugees in the UK

View project
Search projects

We improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We offer our grant-holders the freedom to frame questions and enable new thinking. Our research must stand up to rigorous academic scrutiny, but we understand that to be successful in effecting change, it also needs to be relevant to people’s experience.

Profile

COVID-19 response

Nuffield-funded social scientists are conducting COVID-19 research in real-time, to capture people’s experiences of the social, cultural and economic impacts of the pandemic.