1. Gender and age in HE: difference, diversity – disadvantage? Gender and age in HE: difference, diversity – disadvantage? Ruth Woodfield Department of Sociology University of Sussex: r.woodfield@sussex.ac.uk

2. Overview  What is the evidence that gender and age impact on HE experience and engagement?  What does this evidence signify for HE staff and students?  Does ‘difference’ always mean disadvantage?  To what extent are HEIs aware of gender and age differences in experience and outcomes?  Should we be doing anything about differences?

3. Gender -Current pattern Gender -Current pattern  More women are participating in HE Some estimates claim that the UK will have the 2 nd highest concentration of women in HE by 2015 and by 2025, women could outnumber men 2:1 Some estimates claim that the UK will have the 2 nd highest concentration of women in HE by 2015 and by 2025, women could outnumber men 2:1 Across different social classes and ethnicitiesAcross different social classes and ethnicities Men less likely to complete Men less likely to complete  Women get more ‘good’ degrees Across all disciplines including Science Across all disciplines including Science Women are more likely to progress to Masters Women are more likely to progress to Masters But men still get more Firsts (only just) But men still get more Firsts (only just)  Men more successful employment outcomes: likely to get graduate-level job on qualifying likely to get graduate-level job on qualifying with higher wages with higher wages

4. Why?  We know comparatively little about gender differences between men and women in terms of: how they experience and engage with HE how they experience and engage with HE why the gender gaps in HE have been transformed in recent years why the gender gaps in HE have been transformed in recent years  Explanations include: Male ‘deficit model’ – men reaching the standards required less often, so less success, so what? Male ‘deficit model’ – men reaching the standards required less often, so less success, so what? Men as vulnerable group, becoming atypical and marginal, in a feminised learning environment Men as vulnerable group, becoming atypical and marginal, in a feminised learning environment Men and women as having potentially diverse needs that HE has to accommodate – for equalities and economic reasons Men and women as having potentially diverse needs that HE has to accommodate – for equalities and economic reasons

5. Key questions & some evidence  How much do needs and behaviour patterns differ between men and women? Panel survey evidence Panel survey evidence Equality Challenge Unit preliminary findings regarding pastoral and academic support differences: Equality Challenge Unit preliminary findings regarding pastoral and academic support differences: Difference in take-up levels, especially self-referral, although important variationsDifference in take-up levels, especially self-referral, although important variations Little evidence that men feel disadvantaged by differences but does this matter?Little evidence that men feel disadvantaged by differences but does this matter?

6. Key questions continued…  How much is known by staff and students and how do they feel? Uneven evidence of awareness of ‘male disadvantage’ Uneven evidence of awareness of ‘male disadvantage’ Awareness of work-rate/attendance differences commonplace if patchy, but not attainmentAwareness of work-rate/attendance differences commonplace if patchy, but not attainment General discomfort with this issue General discomfort with this issue Minority survey – women, not men, more likely to feel disadvantaged; men more likely to think men will get better degreesMinority survey – women, not men, more likely to feel disadvantaged; men more likely to think men will get better degrees

7. Age – the current picture  Form growing proportion of students  Good evidence that mature HE journey is experienced differently from many traditional-aged students: Disadvantage - Disadvantage - Experience more challenging? Economic, burden of care, employment, social marginalisation, academic confidence issuesExperience more challenging? Economic, burden of care, employment, social marginalisation, academic confidence issues More likely to withdrawMore likely to withdraw Less likely to achieve a ‘good’ degreeLess likely to achieve a ‘good’ degree Advantage - Advantage - employment outcomes strong (especially for women and science graduates)employment outcomes strong (especially for women and science graduates)

8. Age awareness  Little evidence that mature students/staff are aware of the advantages associated with mature profiles in terms of: Employment, but often key motivating factor for starting degree Employment, but often key motivating factor for starting degree  Little evidence of response to disadvantages: “In particular, there is a dearth of evidence in relation to curriculum structure and/or pedagogical approaches that meet older learners' needs and support student success and degree attainment” (HEA) “In particular, there is a dearth of evidence in relation to curriculum structure and/or pedagogical approaches that meet older learners' needs and support student success and degree attainment” (HEA)

9. Questions to consider:  What is your own experience of gender/age differences around experience and attainment and outcomes?  How can (and should) evidence of gender and age differences enlighten teaching and learning policy and practice in higher education?  How much awareness of differences should HEIs aim to generate? Who should this be shared with? Who should this be shared with? With what aim? With what aim? Is the extent to which students feel advantaged or disadvantaged relevant? Is the extent to which students feel advantaged or disadvantaged relevant?

11. What to do next?  Collect data carefully – ensure accurate basis for action if desired Ask students and share knowledge with other staff Ask students and share knowledge with other staff  Focus on which individuals in groups: ‘The white male is our problem’ (HMSO 2009); male mature students?  Decide whether action is required/desired  Pilot strategies in different contexts – one size will not fit all  Look at what has worked before and elsewhere Gender clustering, mentoring, renaming etc. Gender clustering, mentoring, renaming etc.  Think local