The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update

Richardson, John T. E.; Mittelmeier, Jenna and Rienties, Bart (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3) pp. 346–362.

DOI: https://doi.org/10.1080/03054985.2019.1702012

Abstract

Richardson (2008b) outlined known relationships between gender, ethnicity, and academic attainment in UK higher education. In the period since this publication, many changes to the higher education sector have occurred, including raising tuition fees, an increased focus on widening participation, and an increasing interest in diversifying the curriculum. There is a need for an updated and expanded literature review to highlight whether the relationships between gender, ethnicity, and academic attainment remain the same one decade later. This article synthesises the current literature related to the impact of gender, social class, and ethnicity on higher education participation and academic attainment. We highlight the important role of intersectionality in understanding overarching trends. Altogether, this literature review shows that there are persisting inequalities in both participation and attainment based on gender, social class, and ethnicity. To conclude, we provide several suggestions for improving our understanding of these phenomena in the decades to come.

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