1. Disparities in Student Attainment: Dr Debra Cureton Ruth Fairclough

2. Overview Context General findings Institutional data DiSA and Contribution to the literature

3. DISA: Disparities in Student Attainment Funded by

4. General Findings Academe** Cultural and Social Capital** Relationship Psychological Processes

5. What does this mean?

6. Where do our students live? Medians compared as data not normally distributed –WLV White median IMD 18.1 –WLV BME median IMD 37.9 –Coventry White median IMD 14.0 –Coventry BME median IMD 29.3 BME students come from areas with all levels of deprivation White students come from areas with relatively low levels of deprivation The population of high deprivation areas in the West Midlands are ~ 70% White (ONS, 2011)

7. Wolverhampton: Majority of White students from areas with IMD < 25 Majority of BME students from areas with IMD > 35 Coventry: Majority of White students from areas with IMD < 25 BME students distributed quite evenly across areas – more evenly distributed than any other group If students were recruited based on the diversity within the local population (ONS 2011), the red line should always be well above the black line for both institutions in all areas, regardless of IMD

8. Impact of IMD on classification of degrees Wolverhampton: The higher the classification, the lower the IMD of home postcode, for both groups of students except third and fails ANOVA completed – statistically significant differences This implies Social Capital is a significant driver for ‘good’ honours at Wolverhampton Coventry: Higher IMD for 2.2 classifications – less deprived areas in general, IMD seems to have less of an effect on ‘good’ honours at this institution. Pattern still evident to some extent for BME students Note Coventry have VERY FEW white students from areas with high IMD

9. General Findings Academe** Cultural and Social Capital** Relationship Psychological Processes

10. We Newbies Us Them University Lecture s Resources Systems Social, Cultural and Intellectual Capital Threat: University Environment Skills Pedagogy of care Challenge Attainment Knowledge Aspiration Raising Quality of Lecture and Student Relationship -VE: Stereotyping leads to the generation of the Pygmalion Effect & Folk Pedagogies +VE: students seen as individual Lecturers are Interlocutors through what they say, do and how they are. Becoming Becoming Making the group boundaries permeable DISA Interventions Can mediate threat DiSA: Student and Lecturer Relationship Process Class size, assignment type, personal interaction with students Clarity P a rt n e r s h i p & E x c h a n g e Student vs 2:2 Student Previous Experiences

11. NeurologyNeurology Towards State Away State No threat Positive neurotransmitters Feel good Self rewarding No threat Positive neurotransmitters Feel good Self rewarding Engagement Interest Global view Solution focuses Creative thinking Engagement Interest Global view Solution focuses Creative thinking Not natural state Shorter life Harder to maintain Not natural state Shorter life Harder to maintain Perceived threat Natural state Activates the amygdala Negative neurotransmitters Causes ‘close down Perceived threat Natural state Activates the amygdala Negative neurotransmitters Causes ‘close down Everyone is a foe Disengaged Disinterested Tunnel vision Lack of creativity Everyone is a foe Disengaged Disinterested Tunnel vision Lack of creativity Human default setting Lasts longer More likely to happen Fast acting Harder to change state Human default setting Lasts longer More likely to happen Fast acting Harder to change state Towards state is activated by: perceived equality in status Feelings of autonomy perceived fairness good relationships Towards state is activated by: perceived equality in status Feelings of autonomy perceived fairness good relationships Away state is activated by: perceived lower status lack of autonomy perceived unfairness distance in relationships Away state is activated by: perceived lower status lack of autonomy perceived unfairness distance in relationships Positive experiences ** Encourages attention Greater enjoyment Greater learning potential Positive experiences ** Encourages attention Greater enjoyment Greater learning potential Negative experiences In the brain social pain = physical pain More likely to remember –ve things 1 x –ve requires 3 x +ves to balance Negative experiences In the brain social pain = physical pain More likely to remember –ve things 1 x –ve requires 3 x +ves to balance

12. DiSA’s Contribution to the Knowledge

13. Facilitating the ‘Good Degree Student’ Challenge stereotypical thinking Re-engage the disengaged Open up those who have been closed down Raise aspirations Be an interlocutor Foster good relationship with all See students as individual Show that you want to teach Encourage interactive relationship Be a good communicator One small change can make a big difference