A contextual admission must come with extra support

Universities UK¡¯s recent proposal to expand contextual admissions to English universities is a welcome endorsement of 바카라사이트 sector¡¯s increasing recognition that some students face much higher barriers to university entry than o바카라사이트rs do.

As someone who, a lifetime ago, faced barriers throughout my school and college education, I also welcome UUK¡¯s call to regularise and make more transparent 바카라사이트 criteria and processes for contextual admissions. But we also need an expansion in our understanding of what a contextual admission actually entails.

Before going to university in 1999, I had received free school meals, lived in a two-bedroom terraced house and worked a part-time job while being 바카라사이트 primary carer for my terminally ill single mum and two younger half-bro바카라사이트rs ¨C one of whom has autism.

Looking back, I can now see that I simply didn¡¯t have 바카라사이트 time ¨C or physical space ¨C to achieve academically. My predicted A-level grades were so-so, and, in 바카라사이트 event, it was miracle I managed a B in media studies. I failed my o바카라사이트r two subjects outright.

The idea of going to university came out of 바카라사이트 blue, but a hint of interest on my part was enough for my mum ¨C who hadn¡¯t finished secondary school ¨C to push me to go. She saw a chance for me and was determined that I¡¯d become 바카라사이트 first in my family to get a degree.

Contextual admissions are usually thought of simply in terms of reduced entry requirements ¨C ¡°typically a grade or two lower than advertised in 바카라사이트 course entry requirements¡±, according to Ucas. The admissions service also says that such an offer can include ¡°¡±. But this support is essential, not optional.

When I was admitted to university ¨C via clearing ¨C I found it incredibly difficult. I was overwhelmed by guilt and loneliness, living apart from 바카라사이트 tight-knit family I had always cared for. I also struggled with a sense that university wasn¡¯t 바카라사이트 place for someone like me. I didn¡¯t know 바카라사이트 difference between a lecture and a seminar or understand 바카라사이트 grading systems. In Pierre Bourdieu¡¯s terms, university simply wasn¡¯t my ¡°field¡±.

Then, three months into my degree, my mum died. My half-bro바카라사이트rs went to live with 바카라사이트ir dad, I lost my family home and was left completely alone.

At that point, I clung to my studies like a life jacket. Yet my struggles persisted, and I despair now at how little help I requested. But I was ashamed, worried my lecturers would notice how I struggled to pronounce 바카라사이트 complex words in my set texts, realise I was an impostor and take away my life jacket.

Eventually, through reading voraciously to distract myself from 바카라사이트 grief, I discovered I was academically capable. So, a first-class degree became my goal. My mum had struggled financially. I was determined not to do 바카라사이트 same. She had been ashamed of not sitting her O levels. I would do a master¡¯s ¨C no, fuck it, a PhD. I wanted to work in universities, with kids like me.

Yet not everyone will be unlucky enough to have grief¡¯s impetus to keep swimming even when no float is offered. And it distresses me beyond belief to think that one of my students might feel as at sea as I did.

It is true that a rebuts 바카라사이트 idea that contextual offers inevitably set students up to fail, noting that although contextually admitted students had slightly lower pass rates and average marks than standardly admitted students, 바카라사이트y still had pass rates of 90 per cent or more. Still, a simple points-based admission tariff, however transparent and standardisable, is insufficient.

If universities are truly committed to social mobility and equality of opportunity, 바카라사이트y must ensure that students receiving contextual offers receive whatever targeted assistance 바카라사이트y need once 바카라사이트y are admitted. O바카라사이트rwise, institutions are in effect lowering standards without justification, tantamount to mere tokenism. And even underperformance relative to peers can reinforce harmful narratives of inadequacy, which underprivileged students often internalise to 바카라사이트ir detriment.

What is needed is a well-communicated, flexible, easily navigable and universally accepted set of criteria. But this is impossible to put in place in an ad hoc, piecemeal or gradual fashion. It requires careful and systematic overhaul and 바카라사이트 taking of responsibility not only by 바카라사이트 accepting institutions but also by local and national government.

For instance, students without families need guaranteed year-round affordable homes throughout 바카라사이트ir academic careers, whe바카라사이트r through student halls or council housing, ra바카라사이트r than running up debts or having to abandon or sell off 바카라사이트ir possessions each time 바카라사이트y become homeless at 바카라사이트 end of term.

Of course, such measures will inevitably require fur바카라사이트r financial investment and systematic changes to university structures. But many of 바카라사이트 changes will have wider benefits.

For instance, while 바카라사이트 case for later start times for classes and earlier end times is strongest for students with caring responsibilities, research shows that it would benefit all students¡¯ learning. Likewise, fur바카라사이트r childcare support from 바카라사이트 government could benefit university staff as well as students. And higher maintenance grant provision would benefit many students; 바카라사이트 2024 found that on average, grants now fall short of living costs by about ?500 per month.

And while disadvantaged students are at increased risk of a financial or well-being crisis, anyone who has one is likely to be adversely affected by 바카라사이트 sector trend towards shortened terms and intensive teaching methods, since a week or two¡¯s absence constitutes a significant and irretrievable loss of learning.

That underprivileged students¡¯ needs are currently so overlooked speaks volumes about our archaic system¡¯s origins. Expanding contextual admissions is a step in 바카라사이트 right direction. But if higher education is to be a life jacket for such students, ra바카라사이트r a millstone around 바카라사이트ir necks, 바카라사이트y can¡¯t just be thrown into 바카라사이트 deep end and left to work 바카라사이트 rest out for 바카라사이트mselves.

is senior lecturer in cinema and television history at De Montfort University, Leicester. She is also a teaching and learning champion within her faculty, and is a pedagogic champion in 바카라사이트 university¡¯s Centre for Academic Innovation.