This report published in 2000 is the latest in a series of reports on class backgrounds of higher education entrants. It builds on previous reports by Pat Clancy, ‘Participation in Higher Education’ (1982), ‘Who Goes to College?’ (1988) and ‘Access to College: Patterns of Continuity and Change’ (1995).
Together these reports add valuable data to our information base on class participation in higher education. This latest report is based on data gathered on new entrants to higher education in Autumn 1998. It tracks the participation rate of entrants from different socio-economic groups as well as progress different class groups are making in participation at higher level education relative to other groups.
The report paints a picture of an overall increase in participation at higher level education for all class groups. Through the provision of this data it facilitates a debate and discourse on issues related to equality of access to higher level education in Ireland. The increasing participation in higher education is striking, up from 20% in 1980 to 46% in 1998. However, the data also highlights persistent differences in access related to class background, indicating a relative advantage remaining with the higher socio-economic groups. According to the data while the participation rate for those from an unskilled manual background was at 22%, higher professionals’ participation rate was at saturation point for 1998 first year college entrants.
It also points to selectivity in higher education by type of institution and by field of study. According to the data, the more prestigious the field of study, the more class inequality there is in participation by social group. For instance, drawing on information on fathers socio-economic group, those of Higher Professional background had the highest participation rate in Medicine, Law, Veterinary Medicine and Dentistry while Higher Professional and Employer & Manager groups had highest representation in the University Sector.
Importantly the report also addresses transition from second level to higher level education. Data for 1998 supports insights gleaned from data gathered in previous years. The authors state that ‘it is clear that the social group differentials in third level participation find their origins in differential patterns of participation and performance through the second level system’ . Such a statement, highlighted by this current data, gives us all food for thought and emphasises the importance of addressing access to education throughout all levels. This report will, indeed facilitate discussion and provide a base for policy making in its disaggregation of data on new entrants to higher education by social background.
Jacqui O’RiordanTable of Contents of Newsletter 10