‘Learning to play the game’: How schools with below average attainment can support the decision‐making processes for high‐potential learners in applying for university

Abstract

This article explores how schools with below average attainment can support high‐attaining learners in their decision‐making about university. We report on a project involving longitudinal case studies of 43 high‐achieving learners from a range of backgrounds across five institutions, during their sixth form career in 2013/14 and 2014/15, focusing on ways in which aspirations towards university develop. To understand schools’ roles in supporting learners, we draw on Hart's analytical framework which sees the development of aspiration for higher education as a capability—the development of the opportunity freedoms of young people to pursue future trajectories that they have reason to value. We draw attention to the factors that facilitate or hinder this development, and highlight the key crunch points at which this feeds into young people's decision‐making about university. We suggest that policy and practice should move beyond a traditional focus on the role of schools in raising aspirations amongst learners from non‐traditional backgrounds. Instead, there should be a focus on how schools can support young people to develop a more comprehensive understanding of the university landscape, so that young people do not rule out options without fully understanding them. This will in turn lead to young people being able to make informed choices linked to future trajectories they have reason to value. ‘Learning to play the game’ of attending Russell Group universities needs to be seen as part of the development of this wider capability to aspire.

Access and Emergence: A Case Study of a Working-Class Journey into Studying Medicine

“…Important also in this process is recognising the institutional reactions to this situation in terms of how institutions (schools, universities and third sector organisations) understand young people from lower socioeconomic backgrounds and how they choose to support them. Rose, Tikly and Washbrook (2019) explored how schools play a critical mediating role in supporting students in their decision-making. Their research found that, particularly at 'crunch' points in students' decision-making processes, students needed ongoing support through processes of their 'choice of A-levels; selecting degree subject; receiving predicted grades; ucas applications (both content and timing in relation to grades); and receiving offers from universities' (pp.868-9).…”

Do less‐advantaged students avoid prestigious universities? An applicant‐centred approach to understanding UCAS decision‐making

“…In schools with below‐average attainment there may be a particular need for informational support to ensure that high‐attaining students do not rule out options through lack of understanding (e.g. Rose et al., 2019). Information constraints have also been linked to the concept of undermatching, a tendency for students from less‐advantaged backgrounds to stay close to home and attend universities for which they are overqualified (Campbell et al., 2019).…”

Key Facts about the Decision-making Process of High School Students Regarding Career Options

“…We believe that to solve these problems, state, businesses, and high education institution have to develop a strategy of forecasting future needs of competences based on deep analysis of the environment. To support high school students in their decision-making process, universities and schools have to collaborate and define the key elements which can ensure the deep understanding of future career options of the students (Rose et al, 2019). In other words, they must define what are the most needed and popular career options and what influence the students to choose that options.…”