Contextual admissions and affirmative action: developments in higher education policy in England

Abstract

This paper explores the value of explaining contextual admissions policy directives through the conceptual lenses of meritocracy and social reproduction. It is suggested that examining these concepts can assist in highlighting some of the ideological and practical complexities associated with contextual admissions whilst providing opportunities to engage with wider debates concerning affirmative action in higher education policy.

Keywords:

• higher education admissions
• higher education policy
• contextual data
• affirmative action
• meritocracy
• social reproduction
• social mobility
• social justice

Notes

Due to the devolved nature of educational policy, reform and funding structures of the different countries in the UK, the focus of this paper is predominantly on policy in England.

Participation rates in UK higher education institutions have risen from 12.4% in 1979/80 to 47% in 2010/11 (Brown and Carasso 2013, 5).

The research noted here focuses predominantly, although not exclusively, on using educational background namely school type (i.e. state and independent/fee paying), as a proxy for social background.

Additional information

Laura started her career working in regeneration and economic development in the local authority setting where she developed her professional interest in widening participation. In 2008 Laura joined the University of Sheffield's Admissions Service as the Qualifications Officer and is now working in the University's Registry Services as the Registration Team Leader.Laura is studying on the Ed D programme at the University of Sheffield specialising in higher education policy and social mobility.

Rachel has nearly 20 years' experience of delivering and managing teaching, research and knowledge transfer facilities in further and higher education. Rachel took up her first administrative role at the University of Northumbria and subsequently developed her career at the Universities of Warwick and Sheffield before setting up a higher education training and consultancy company. She is also a director of a biotechnology company spun out from the University of Sheffield. Rachel is a trustee of the AUA and a recent graduate of the Ed D programme at the University of Sheffield where her research focused on the experiences of professional staff in an increasingly marketised and commercialised context. Email: [email protected]