University gender gap apparent from age 13
The gender gap in university admissions is apparent from as young as 13, according to a report from the Sutton Trust.
Researchers from Oxford University have found that, by age 13, girls are more likely to believe that going to university is important.
The report drew on data from more than 3,000 young people that have been tracked through school from the age of three and found that in Year 9 (age 13/14) 65 per cent of girls thought it was important to go to university, compared to 55 per cent of boys.
Additionally, 15 per cent of boys thought university was of little important, compared to 10 per cent of girls.
The research also found that by age 15 or 16 the aspiration to go to university made a large difference to A-level choices, with three quarters of those who felt they were not at all likely to go to university choosing to not continue onto an academic route.
The report also found that disadvantaged students were less likely to believe they will go on to university, with 27 per cent having higher education aspirations, compared to 39 per cent of their better off peers.
Sir Peter Lampl, chairman of the Sutton Trust and the Education Endowment Foundation, said: “Today’s report shows us how important it is to raise the aspirations and self-belief of pupils from poorer homes, particularly boys. We need to offer more support to disadvantaged young people throughout their education so that they are in a position to fulfil their potential after GCSE. Crucially it shows that both aspirations and attainment matter for pupils, so it is vital that schools support both particularly for their poorer pupils.”
Professor Pam Sammons, lead author of the report, said: “Our research shows that students’ belief in themselves and their aspirations are shaped by their background. However, positive beliefs and high aspirations play an additional and significant role in predicting better A-level outcomes. These findings points to the practical importance for schools and teachers of promoting both self-belief and attainment as mutually reinforcing outcomes.”
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