This report from the Centre for Education and Youth and the Education Policy Institute (EPI) examines why some groups of students, in particular those from disadvantaged backgrounds, by gender, and different ethnicities are less likely to pursue Science Technology Engineering and Maths (STEM) subjects post-16.
Skills in STEM fields are vital for innovation and growth. Yet there is a major shortage in the supply of STEM skills and there are systematic differences in the representation of different characteristic groups in the STEM labour market.
These differences in representation are often driven by much earlier decisions around which pathways pupils take during formal education.
The report found that the barriers to progression for underrepresented groups are often multifaceted, with prior attainment again identified as a key driver for disadvantaged pupils, as well as the availability of local opportunities and a restricted understanding of STEM careers.
This report focuses on the progression from the end of secondary school to post-16 study. Importantly this is when STEM subjects such as science and maths are no longer compulsory.
Key Findings:
- The analysis finds that the odds of progressing to level 3 STEM after leaving secondary school are 44% lower for disadvantaged pupils compared to their more affluent peers. Pupils that are ethnically Black Caribbean, White and Black Caribbean, Gypsy/Roma, and Travellers of Irish heritage are amongst the least likely to progress to level 3 STEM qualifications.
- Disadvantaged pupils and pupils from certain ethnic backgrounds are particularly hindered by lower average GCSE attainment. The difference in progressing to level 3 STEM between pupils on free school meals and their more affluent peers almost disappears if they have similar attainment, whilst Black Caribbean pupils are estimated to be 40% more likely to progress to level 3 STEM qualifications than White British pupils with similar attainment.
- The odds of progressing to level 3 STEM qualifications after leaving secondary school are 42% lower for girls, compared to boys. Though prior attainment masks the size of the gender gap – girls are 60% less likely to progress to level 3 STEM qualifications than boys with similar attainment – with preferences playing a larger factor.
- Prior attainment was also linked to perceptions of subject interest, as students were more likely to express a preference for subjects that they saw themselves as being successful in. Pupils also made a link between their option choices and perceived teacher quality, or in some cases simply the availability of specialist teachers.
- In many school settings STEM routes are found to be limited to traditional A level academic routes with prior attainment entry barriers. There is often a lack of clear pathways to post-16 STEM qualifications for ‘middle attainers’.