DIVERSITY BRIEFINGS – SOCIAL DISADVANTAGE

The Graduate’s Perspective

Definitions

Soical Class: Actually defining social class can be a difficult task. There is currently no legislation covering this area.
Social Disadvantage: The Welsh Assembly Government defines social disadvantage thus: where people, groups or communities suffer multiple deprivations; often where low incomes, unemployment, low educational attainment and attendance, poor health, poor housing and physical isolation come together. It is frequently characterised by a sense of stigma and hopelessness among people who suffer it, often manifested in alcohol and drug misuse, crime and fear of crime, long term sickness levels or poor parenting. Social disadvantage has complex causes and there is no single or simple solution.

Specific Issues

Higher Education Institutions use a number of factors to determine those from under-represented socio-economic groups. These include parental occupation, postcode, level of educational attainment of your parents or attendance at a particular school. None of these are particularly accurate indicators of social background. The individuals who fall within this classification are incredibly diverse. As such, some of the points raised below may apply to you, while others will not.

During the past two decades, the provision of higher education within the UK has been greatly expanded. There are several initiatives directed at attracting people from non-traditional backgrounds. However, despite an overall increase in representation across all social groups, the gap between the levels of participation of affluent and less advantaged young people has remained.So, although there has been an increase in the numbers of university entrants from non-traditional backgrounds in recent years, such young people have been enjoying less success within higher education according to research for the Joseph Rowntree Foundation.

The main reasons for this are:

Students from disadvantaged backgrounds are more likely to drop out of courses or to forego the opportunity to progress to more advanced courses.
They are also more likely to follow complicated paths within higher education, including deferred enrolment, gap-years and switching, repeating or restarting their courses for non-academic reasons.

The factors behind these difficulties are:

Unfamiliarity with higher education – this can lead people from non-traditional backgrounds to enrol on inappropriate courses. In many cases they will be the first in their families to enter university.
A lack of financial security – this limits the choice of course and the lengths of time people are prepared to stay in higher education before having to find a full-time job.
Debt worries – from student loans and other borrowing. Concerns about debt appear to be a much greater barrier to students staying in higher education rather than the sums they have actually borrowed. Concern about debt can be compounded by lack of confidence about academic success and the chances of finding a sufficiently well-paid job.
Costs – living away from home or the costs of commuting limit the choice of institutions that some students may be able to attend.
Isolation and low morale – among students who feel a culture clash between university life and their home backgrounds. Sometimes students feel they have trouble ‘fitting in’. Others will deliberately choose courses according to whether or not they think they will feel out of place.

Although many major employers have embraced the need to make sure that their recruitment methods are fair to disabled students or students from ethnic minorities, the same degree of effort is not yet being made to widen recruitment in terms of social class. Understanding the mechanisms of discrimination may increase the chances of overcoming it.

In theory standardised application systems, as used by the major graduate recruiters, offer equal chances to everyone. Also theoretically, a 2:1 from a new university should be of the same standard as one from Oxbridge. At the same time any recruiters who face large numbers of applicants will look for ways of narrowing them down. One familiar tactic is to demand a certain level of UCAS points, which are most likely to be attained by someone who had a good secondary education, possibly via independent schools. Another approach is to target selected universities (whose students may have the same high level of UCAS points).

However, the general profile of a graduate is changing. Increasingly employers are recognising the benefits of having a diverse workforce and businesses realise that a diverse workforce is more successful if it reflects the community it serves.

By actively targeting companies who indicate they wish to recruit talented individuals regardless of their background you will ensure that you get a fair chance to promote your skills and qualities.

However, sometimes graduates from certain social backgrounds express concern over the recruitment process. Some of these issues are outlined below:

The process of interview and particularly the very close scrutiny undergone by candidates in assessment centres favours the self-confident. Make sure you get plenty of practice giving presentations, meeting different people and participating in group discussions so you feel comfortable in a wide variety of situations.
Employer selection methods can indirectly discriminate against those from particular backgrounds. For example preferences for applicants to have undertaken various activities abroad. However, if you haven’t had the opportunity to do this, there are plenty of ways to bolster your curriculum vitae in the UK . In practice, this means finding chances through work experience and voluntary activities to build up interpersonal skills. Thorough preparation for the job market offers the best hope of breaking through the class ceiling.
Strong regional accents cause some concern for certain people. However, the proportion of people who speak with Received Pronunciation nowadays is extremely small. Regional accents are acceptable, for example, throughout radio and television. Communication skills are important for the majority of jobs, so employers are looking for people with the ability to express themselves clearly and precisely.
Some professions are seen as ‘middle class’. A certain amount of truth attaches to this statement although many organisations appreciating the benefits of a diverse workforce are placing more emphasis on an indication of having the required skills to do the job.
Living at home while you study may reduce your participation in university activities. Many employers look for involvement in extra-curricular activities. These can be a good way to increase self-confidence whilst developing other desirable employability skills.
Some employers may regard those living at home while studying as ‘risk averse’. Again, judicious selection of work placement and extra-curricular activities may resolve this.
If none of your family has attended university or had a particular career this can affect your understanding of the graduate job market and your overall aspirations. An additional disadvantage is that the networks and experience of graduate jobs enjoyed by people from traditional backgrounds are often lacking.

Maximising your Opportunities

Visit your HEI Careers Service – do this during your first year to formulate a career plan and get a sense of direction. Determine what you can do with what you have to offer and how you can develop and enhance employability skills.
Work Experience – there are numerous sources of help and advice for finding all different kinds of work experience from voluntary work to one year paid placements while you are still a student. Do not be put off from applying for any kind of work experience opportunity - almost without exception, work experience during your course is associated with employment benefits on completion of your studies.
Develop your own networks

Be prepared to market yourself effectively so that you can challenge any negative stereotypes that may exist. Show in your application and at interview that you have the skills and are enthusiastic about the job you are applying for. Most graduate employers are also looking for evidence of a range of soft skills, in addition to the possession of a degree.

Getting a Job

Show that you are keen and have a passion for the job and the company you are applying to
Work out what core competencies the organisation is looking for and then relate them to your education and experience (work and/or other interests).
Make sure you show yourself in the best possible light. Research each application thoroughly and present it carefully. Quality is preferable to quantity.
Try to develop the skills employers want through gaining work experience (paid or voluntary) and by getting involved in a variety of activities.

Make sure you take full advantage of the assistance available from your University Careers Service

Resources

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ACAS: The Advisory Conciliation and Arbitration Service. Aims to improve organisations and working life through better employment relations.
All types of placement vacancies across the UK
CRE: Commission for Racial Equality. A non-governmental body set up to tackle racial discrimination and promote racial equality.
DTI: Department for Trade and Industry.
Eight week summer paid placements in England and Scotland
EOC: Equal Opportunities Commission. The main agency working to eliminate sex discrimination.
GO Wales: Placements and work tasters are open to all students and graduates irrespective of age or disability.
Prospects: Information on a wide range of careers issues
Racial Equality Unit: The lead government department concerned with race equality issues.
TIGER: Tailored Interactive Guidance on Employment Rights. Designed to provide a user-friendly guide through different aspects of UK employment law.