1. & Sheena Wurthmann, volunteer mentor
March 2nd 2016
How intergenerational mentoring can reduce educational inequality in Scotland
Alastair Wilson, Katie Hunter, Katie McArthur University of Strathclyde
& Sheena Wurthmann, volunteer mentor

2. Why mentoring? The problem Attainment gap in Scotland too wide
Compares poorly with other countries
Very apparent when we look at higher education
Exaggerated when comes to the most competitive professions

3. Why mentoring? Some useful indicators – entrance to HE
Springburn Academy Glasgow City
Scotland
Higher Education % %
36%
St Ninian's High School East Renfrewshire
Higher Education % %
In 2011 one ‘middle class’ school sent 44 students to Strathclyde University. Six of Glasgow’s schools in poorest areas sent 10 between them.

4. Office for National Statistics Standard Occupational Classification (SOC) Hierarchy
Major Group 1: MANAGERS, DIRECTORS AND SENIOR OFFICIALS
Major Group 2: PROFESSIONAL OCCUPATIONS
Major Group 3: ASSOCIATE PROFESSIONAL AND TECHNICAL OCCUPATIONS
Major Group 4: ADMINISTRATIVE AND SECRETARIAL OCCUPATIONS
Major Group 5: SKILLED TRADES OCCUPATIONS
Major Group 6: CARING, LEISURE AND OTHER SERVICE OCCUPATIONS
Major Group 7: SALES AND CUSTOMER SERVICE OCCUPATIONS
Major Group 8: PROCESS, PLANT AND MACHINE OPERATIVES
Major Group 9: ELEMENTARY OCCUPATIONS

5. Friendship groups S5 between highest attaining pupils (year group 150+)

6. Young peoples contacts/networks very limited
Didn’t know or have access to any professionals (2 had relatives that had been to university)
Reticent to explore possibilities, make contact with universities, ‘pursue futures’
Limited academic support outside school compared to other young people

7. Why mentoring? Project response to situation
Developed one to one mentoring/tutoring for S5/S6 pupils – Springburn Academy
Included all those borderline and above in terms of being likely to achieve five Highers and therefore entry to university
Pupils were identified and recruited by the school.

8. Mentors recruited from variety of sources, emphasis on retired professionals
Expectation that mentors meet pupil for approximately 40mins every week – flexible.

9. Questions for workshop
What do mentors do?
Is having a mentor useful to young people?
Does it provide a rewarding experience for mentors?

10. Conclusions: Understanding why it works
Attention needs to be diverted from schools, and academically able young people . School(s) capable of delivering Highers
Preparation for university crucial – application, personal statements and interview process: Experience limited eg. to school visits.
Expands social networks of young people – Mentor acts as conduit/brokerage to new worlds
Mentors are benign face of an alien world. Young people have no familiarity with world about to enter.
Process is a focal point for understanding role of social/cultural capital in access to HE