{"id":7945,"date":"2020-08-23T14:34:58","date_gmt":"2020-08-23T14:34:58","guid":{"rendered":"http:\/\/www.dannydorling.org\/?p=7945"},"modified":"2021-08-31T22:28:48","modified_gmt":"2021-08-31T22:28:48","slug":"geography-and-the-shifting-ratios-of-inequality-university-a-levels-and-gcses-in-2020","status":"publish","type":"post","link":"https:\/\/www.dannydorling.org\/?p=7945","title":{"rendered":"Geography and the Shifting Ratios of Inequality \u2013 University, A levels and GCSEs in 2020"},"content":{"rendered":"

Why should the exam debacle of 2020<\/a> matter to Geographers? One answer is that Geography is likely to be especially affected by the rise in intake in universities that will now occur. This is because even a very small increase in people from less affluent backgrounds taking Geography at University will have a larger effect on this subject than any other<\/em> in terms of university inequality statistics. More young people from poorer backgrounds will now be admitted in 2020 across the country. There may also<\/em> be a knock-on effect in two years time when students with higher GCSE grades apply to university. First, a little background.<\/p>\n

 <\/p>\n

\"\"

Entry into GCSE Geography study by Free School Meal Status<\/p><\/div>\n

GCSE Geography Entry rates in England for students from advantaged and disadvantaged backgrounds (measured by proxy of who receives Free School Meals).<\/strong> Source and copyright: Royal Geographical Society (with IBG)<\/p>\n

 <\/p>\n

The graph above, kindly provided by Steve Brace and Catherine Souch of the Royal Geographical Society (RGS-IBG), shows that the gap in those choosing to take a GCSE in Geography in England from disadvantaged compared to advantaged backgrounds narrowed between 2015 and 2016 after Geography was included as a subject in what is known as the English Baccalaureate (EBacc) and schools were encouraged to increase the proportion of their pupils taking Geography. This came about largely because fewer children from disadvantaged backgrounds \u2013 defined here as qualifying for free school meals (FSM) \u2013 had traditionally taken Geography. However, we did not then see a narrowing in the social divides of who went on to take Geography at A level; and the social divide in who carried on to study Geography at University (which was already wide), widened further for the cohorts who took Geography more often at GCSE (up until the 2019 entry year).<\/p>\n

The graph below is also drawn from work currently being undertaken by the RGS-IBG which shows both the expected and actual A-level uptake per FSM quintile. The data show the outcome once all other associated factors have been stripped away, with geography as a subject underperforming. This means, for instance, that although a black student living in the inner city may be much less likely to enrol in A-Levels anyway, if they enrol at all they are even less likely to enrol in geography. This obviously has implications for the longer term \u2018pipeline\u2019 when it comes to diversity in university cohorts. In the graph below the point labelled \u2018Q5\u2019 represents pupils from the fifth of schools with the income poorest students; about 2% of the pupils in such schools would be expected to take an A level in Geography, but the actual proportion is nearer to 1.5% or about 6 times fewer than from the best-off fifth of schools.<\/p>\n

 <\/p>\n

\"\"

Expected vs actual entry into A-level by Free School Meal Cohort<\/p><\/div>\n

Actual versus expected entry into A-Level geography by school free school meal quintile.<\/strong> This measure is taken once all other affecting factors have been removed. Source and copyright: Royal Geographical Society (with IBG)<\/p>\n

 <\/p>\n

The ratio of inequality between the quintiles can be seen to rise between GCSEs and A levels in England, up to a six-to-one inequality. That ratio of inequality then rises again when we look at who manages to enter university to study Geography. The statistics shown next are divided between Physical Geography and Human Geography because UCAS uses different course codes. Geographers have known for a long time that their subject in England has been tending to attract fewer young people from disadvantaged backgrounds<\/a> than it should. Interestingly, very recent research in the USA<\/a> shows that if the more physical environmental and sustainable sides of the subject are highlighted (and the word Geography is emphasised less) this bias is reduced a little.<\/p>\n

When it comes to the study of Geography at all UK universities<\/a>: in 2019 \u2013 of all UK domiciled 18 year old students who were accepted to study human geography \u2013 only 4.23% were from the poorest fifth of neighbourhoods by educational achievement as compared to 50.78% who were from the most affluent fifth of such areas (areas which are also home to the most private school pupils). Or, to put it another way, an educationally affluent 18 year old was 50.78\/4.23=12.00 times more likely to be accepted to study human geography than a poorer 18 year old in the most recent year for which data is available.<\/p>\n

Of 86 other mainstream subjects studied at any UK university, no other has a ratio of social inequality by entry as high as Human Geography had in 2019 \u2013 the year before the pandemic. The respective figures for Physical Geography were 6.49 and 41.59 or a ratio of 6.41 (very similar to the A level ratio). That is better, but still not normal for university access in the UK. For studying Mathematics, the ratio was 4.64; Music: 2.71; Sociology 2.10; Social Policy: 1.03. Since this statistic was first measured in 2007 it has worsened, with Human Geography\u2019s social inequality ratio being highest in 2019. If we combine the two sides of Geography the ratio becomes 8.72, less exclusive than Economics but more than European Languages (see table below).<\/p>\n

So, what will happen following the debacle of 2020 when both GCSE results and A level results were awarded on teacher recommendations (thankfully) rather than by algorithm<\/a>? My guess, and at the moment is this:<\/p>\n

    \n
  1. More young people will study Geography at University in 2020, or with a place deferred until 2021, because more will have been awarded the A level grades allowing them to do this<\/li>\n
  2. Almost all the students from the most advantaged fifth of areas would have been going to University anyway so this increase in grades across the board will narrow the access inequality ratio.<\/li>\n
  3. The inequality ratio in 2020 for Geography may well narrow by more than most other mainstream subjects as just a tiny number of additional students can alter the ratio so much.<\/li>\n
  4. Human and Social Geography (\u201cL7\u201d) is very unlikely to top the list in 2020 when the equivalent figures to those shown in the table below are calculated by UCAS.<\/li>\n
  5. Next in the pipeline: more students will stay on at sixth forms in England and take A levels given the large increase in GCSE grades awarded in 2020 (an extra 1 in 10 passing).<\/li>\n
  6. This will again have a disproportionate effect on Geography as, again, just a few extra students from backgrounds more likely to be awarded low GCSEs greatly alter graphs such as those above.<\/li>\n
  7. Scepticism over the normal work of the exam boards will grow in the coming year. It will be hard for universities to reverse this trend and ignore teachers\u2019 views in future.<\/li>\n<\/ol>\n

    For Geography at UK universities, the tide towards greater inequality and less diversity may have turned in 2020, but to ensure it has will take more work. Admissions officers must take more note of what teachers say about pupils from schools and neighbourhoods and social groups that are traditionally at a disadvantage. Geography departments in England must make lower tariff offers to such students, as already now happens in Scotland. The alternative will be a return to the situation in 2019.<\/p>\n

     <\/p>\n

    Table \u2013 86 subjects ranked by Polar 5 to Polar 1 ratio in 2019, UK universities age 18<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    Rank<\/td>\nPolar 1<\/td>\nPolar 5<\/td>\nPolar 1<\/td>\nAll Students<\/td>\nRatio<\/td>\nDegree Accepted to Study in UK in 2019<\/td>\n<\/tr>\n
    1<\/td>\n4.23%<\/td>\n50.78%<\/td>\n95<\/td>\n2245<\/td>\n12.00<\/td>\nL7 \u2013 Human and Social Geography<\/td>\n<\/tr>\n
    2<\/td>\n4.65%<\/td>\n51.16%<\/td>\n30<\/td>\n645<\/td>\n11.00<\/td>\nA2 \u2013 Pre-clinical Dentistry<\/td>\n<\/tr>\n
    3<\/td>\n4.83%<\/td>\n46.90%<\/td>\n35<\/td>\n725<\/td>\n9.71<\/td>\nD1 \u2013 Pre-clinical Veterinary Medicine<\/td>\n<\/tr>\n
    4<\/td>\n5.15%<\/td>\n50.00%<\/td>\n35<\/td>\n680<\/td>\n9.71<\/td>\nQ8 \u2013 Classical studies<\/td>\n<\/tr>\n
    5<\/td>\n5.05%<\/td>\n47.05%<\/td>\n270<\/td>\n5345<\/td>\n9.32<\/td>\nL1 \u2013 Economics<\/td>\n<\/tr>\n
     <\/td>\n5.32%<\/u><\/strong><\/td>\n46.36%<\/u><\/strong><\/td>\n230<\/u><\/strong><\/td>\n4325<\/u><\/strong><\/td>\n8.72<\/u><\/strong><\/td>\nL7 and F8 combined (all Geography)<\/u><\/strong><\/td>\n<\/tr>\n
    6<\/td>\n6.02%<\/td>\n51.20%<\/td>\n50<\/td>\n830<\/td>\n8.50<\/td>\nR9 \u2013 European Languages and Lit<\/td>\n<\/tr>\n
    7<\/td>\n6.54%<\/td>\n47.06%<\/td>\n50<\/td>\n765<\/td>\n7.20<\/td>\nRR \u2013 Combinations within European Langs\u2026<\/td>\n<\/tr>\n
    8<\/td>\n6.34%<\/td>\n45.32%<\/td>\n335<\/td>\n5285<\/td>\n7.15<\/td>\nA1 \u2013 Pre-clinical Medicine<\/td>\n<\/tr>\n
    9<\/td>\n4.46%<\/td>\n30.36%<\/td>\n25<\/td>\n560<\/td>\n6.81<\/td>\nB5 \u2013 Ophthalmics<\/td>\n<\/tr>\n
    10<\/td>\n6.67%<\/td>\n44.10%<\/td>\n65<\/td>\n975<\/td>\n6.61<\/td>\nV5 \u2013 Philosophy<\/td>\n<\/tr>\n
    11<\/td>\n6.49%<\/td>\n41.59%<\/td>\n135<\/td>\n2080<\/td>\n6.41<\/td>\nF8 \u2013 Physical geographical sciences<\/td>\n<\/tr>\n
    12<\/td>\n7.21%<\/td>\n45.19%<\/td>\n75<\/td>\n1040<\/td>\n6.27<\/td>\nY Combs of social studies\/bus\/law with langs<\/td>\n<\/tr>\n
    13<\/td>\n7.01%<\/td>\n41.82%<\/td>\n135<\/td>\n1925<\/td>\n5.97<\/td>\nY Combs of soc studies\/law with business<\/td>\n<\/tr>\n
    14<\/td>\n6.12%<\/td>\n36.05%<\/td>\n45<\/td>\n735<\/td>\n5.89<\/td>\nF6 \u2013 Geology<\/td>\n<\/tr>\n
    15<\/td>\n7.06%<\/td>\n41.00%<\/td>\n290<\/td>\n4110<\/td>\n5.81<\/td>\nL2 \u2013 Politics<\/td>\n<\/tr>\n
    16<\/td>\n7.60%<\/td>\n44.13%<\/td>\n285<\/td>\n3750<\/td>\n5.81<\/td>\nZ Combs of 3 subjects, or other general\u2026<\/td>\n<\/tr>\n
    17<\/td>\n6.45%<\/td>\n36.13%<\/td>\n50<\/td>\n775<\/td>\n5.60<\/td>\nF7 \u2013 Science of aquatic & terrestrial environ.<\/td>\n<\/tr>\n
    18<\/td>\n7.27%<\/td>\n36.82%<\/td>\n80<\/td>\n1100<\/td>\n5.06<\/td>\nN3 \u2013 Finance<\/td>\n<\/tr>\n
    19<\/td>\n7.39%<\/td>\n35.80%<\/td>\n95<\/td>\n1285<\/td>\n4.84<\/td>\nK2 \u2013 Building<\/td>\n<\/tr>\n
    20<\/td>\n8.14%<\/td>\n37.74%<\/td>\n360<\/td>\n4425<\/td>\n4.64<\/td>\nG1 \u2013 Mathematics<\/td>\n<\/tr>\n
    21<\/td>\n8.51%<\/td>\n38.65%<\/td>\n120<\/td>\n1410<\/td>\n4.54<\/td>\nH8 \u2013 Chemical, Process and Energy Engineering<\/td>\n<\/tr>\n
    22<\/td>\n8.69%<\/td>\n39.26%<\/td>\n455<\/td>\n5235<\/td>\n4.52<\/td>\nN2 \u2013 Management studies<\/td>\n<\/tr>\n
    23<\/td>\n8.89%<\/td>\n40.00%<\/td>\n60<\/td>\n675<\/td>\n4.50<\/td>\nY Combs of languages<\/td>\n<\/tr>\n
    24<\/td>\n8.65%<\/td>\n38.78%<\/td>\n135<\/td>\n1560<\/td>\n4.48<\/td>\nLL \u2013 Combinations within Social Studies<\/td>\n<\/tr>\n
    25<\/td>\n8.84%<\/td>\n37.83%<\/td>\n285<\/td>\n3225<\/td>\n4.28<\/td>\nY Combs of soc. Stud.\/bus\/law with arts\/hum.<\/td>\n<\/tr>\n
    26<\/td>\n9.35%<\/td>\n40.00%<\/td>\n540<\/td>\n5775<\/td>\n4.28<\/td>\nV1 \u2013 History by Period<\/td>\n<\/tr>\n
    27<\/td>\n9.10%<\/td>\n38.40%<\/td>\n365<\/td>\n4010<\/td>\n4.22<\/td>\nH3 \u2013 Mechanical Engineering<\/td>\n<\/tr>\n
    28<\/td>\n8.29%<\/td>\n34.46%<\/td>\n160<\/td>\n1930<\/td>\n4.16<\/td>\nH2 \u2013 Civil Engineering<\/td>\n<\/tr>\n
    29<\/td>\n9.27%<\/td>\n37.86%<\/td>\n290<\/td>\n3130<\/td>\n4.08<\/td>\nF3 \u2013 Physics<\/td>\n<\/tr>\n
    30<\/td>\n8.84%<\/td>\n35.99%<\/td>\n205<\/td>\n2320<\/td>\n4.07<\/td>\nB1 \u2013 Anatomy, Physiology and Pathology<\/td>\n<\/tr>\n
    31<\/td>\n7.61%<\/td>\n30.98%<\/td>\n70<\/td>\n920<\/td>\n4.07<\/td>\nD4 \u2013 Agriculture<\/td>\n<\/tr>\n
    32<\/td>\n9.38%<\/td>\n37.50%<\/td>\n60<\/td>\n640<\/td>\n4.00<\/td>\nY Combs of phys \/math\/comp sciences<\/td>\n<\/tr>\n
    33<\/td>\n9.38%<\/td>\n36.42%<\/td>\n380<\/td>\n4050<\/td>\n3.88<\/td>\nC1 \u2013 Biology<\/td>\n<\/tr>\n
    34<\/td>\n9.09%<\/td>\n34.32%<\/td>\n200<\/td>\n2200<\/td>\n3.78<\/td>\nN5 \u2013 Marketing<\/td>\n<\/tr>\n
    35<\/td>\n9.94%<\/td>\n36.77%<\/td>\n530<\/td>\n5330<\/td>\n3.70<\/td>\nN1 \u2013 Business studies<\/td>\n<\/tr>\n
    36<\/td>\n10.25%<\/td>\n37.63%<\/td>\n290<\/td>\n2830<\/td>\n3.67<\/td>\nY Combs of languages with arts\/humanities<\/td>\n<\/tr>\n
    37<\/td>\n9.93%<\/td>\n36.14%<\/td>\n265<\/td>\n2670<\/td>\n3.64<\/td>\nH1 \u2013 General Engineering<\/td>\n<\/tr>\n
    38<\/td>\n9.57%<\/td>\n33.91%<\/td>\n220<\/td>\n2300<\/td>\n3.54<\/td>\nK1 \u2013 Architecture<\/td>\n<\/tr>\n
    39<\/td>\n10.13%<\/td>\n34.97%<\/td>\n310<\/td>\n3060<\/td>\n3.45<\/td>\nF1 \u2013 Chemistry<\/td>\n<\/tr>\n
    40<\/td>\n10.47%<\/td>\n35.39%<\/td>\n500<\/td>\n4775<\/td>\n3.38<\/td>\nQ3 \u2013 English studies<\/td>\n<\/tr>\n
    41<\/td>\n10.07%<\/td>\n33.68%<\/td>\n145<\/td>\n1440<\/td>\n3.34<\/td>\nH6 \u2013 Electronic and Electrical Engineering<\/td>\n<\/tr>\n
    42<\/td>\n10.25%<\/td>\n33.50%<\/td>\n205<\/td>\n2000<\/td>\n3.27<\/td>\nH4 \u2013 Aerospace Engineering<\/td>\n<\/tr>\n
    43<\/td>\n11.03%<\/td>\n35.29%<\/td>\n75<\/td>\n680<\/td>\n3.20<\/td>\nVV \u2013 Combinations within Hist & Phil. studies<\/td>\n<\/tr>\n
    44<\/td>\n11.11%<\/td>\n34.87%<\/td>\n145<\/td>\n1305<\/td>\n3.14<\/td>\nY Combs of phys\/math with soc. Stud.\/bus\/law<\/td>\n<\/tr>\n
    45<\/td>\n11.30%<\/td>\n34.46%<\/td>\n100<\/td>\n885<\/td>\n3.05<\/td>\nL6 \u2013 Anthropology<\/td>\n<\/tr>\n
    46<\/td>\n10.75%<\/td>\n32.64%<\/td>\n285<\/td>\n2650<\/td>\n3.04<\/td>\nC7 \u2013 Molecular Biology, Biophysics & Biochem<\/td>\n<\/tr>\n
    47<\/td>\n10.84%<\/td>\n32.79%<\/td>\n630<\/td>\n5810<\/td>\n3.02<\/td>\nNN \u2013 Combs. within Business & Admin Studies<\/td>\n<\/tr>\n
    48<\/td>\n9.74%<\/td>\n27.01%<\/td>\n285<\/td>\n2925<\/td>\n2.77<\/td>\nN4 \u2013 Accounting<\/td>\n<\/tr>\n
    49<\/td>\n11.84%<\/td>\n32.03%<\/td>\n425<\/td>\n3590<\/td>\n2.71<\/td>\nW3 \u2013 Music<\/td>\n<\/tr>\n
    50<\/td>\n10.70%<\/td>\n28.79%<\/td>\n275<\/td>\n2570<\/td>\n2.69<\/td>\nB2 \u2013 Pharmacology, Toxicology and Pharmacy<\/td>\n<\/tr>\n
    51<\/td>\n10.04%<\/td>\n26.25%<\/td>\n130<\/td>\n1295<\/td>\n2.61<\/td>\nC9 \u2013 Others in Biological Sciences<\/td>\n<\/tr>\n
    52<\/td>\n11.54%<\/td>\n29.80%<\/td>\n740<\/td>\n6410<\/td>\n2.58<\/td>\nW2 \u2013 Design studies<\/td>\n<\/tr>\n
    53<\/td>\n12.14%<\/td>\n31.07%<\/td>\n125<\/td>\n1030<\/td>\n2.56<\/td>\nC3 \u2013 Zoology<\/td>\n<\/tr>\n
    54<\/td>\n11.34%<\/td>\n27.53%<\/td>\n140<\/td>\n1235<\/td>\n2.43<\/td>\nY Combs of social studies\/law<\/td>\n<\/tr>\n
    55<\/td>\n12.30%<\/td>\n29.53%<\/td>\n910<\/td>\n7400<\/td>\n2.40<\/td>\nI1 \u2013 Computer Science<\/td>\n<\/tr>\n
    56<\/td>\n12.11%<\/td>\n28.13%<\/td>\n155<\/td>\n1280<\/td>\n2.32<\/td>\nP5 \u2013 Journalism<\/td>\n<\/tr>\n
    57<\/td>\n12.65%<\/td>\n28.77%<\/td>\n1660<\/td>\n13120<\/td>\n2.27<\/td>\nC8 \u2013 Psychology<\/td>\n<\/tr>\n
    58<\/td>\n12.11%<\/td>\n27.21%<\/td>\n425<\/td>\n3510<\/td>\n2.25<\/td>\nP3 \u2013 Media studies<\/td>\n<\/tr>\n
    59<\/td>\n13.64%<\/td>\n30.30%<\/td>\n90<\/td>\n660<\/td>\n2.22<\/td>\nWW \u2013 Combs. within Creative Arts and Design<\/td>\n<\/tr>\n
    60<\/td>\n12.67%<\/td>\n28.02%<\/td>\n1485<\/td>\n11725<\/td>\n2.21<\/td>\nM1 \u2013 Law by Area<\/td>\n<\/tr>\n
    61<\/td>\n13.61%<\/td>\n30.00%<\/td>\n415<\/td>\n3050<\/td>\n2.20<\/td>\nW6 \u2013 Cinematics and Photography<\/td>\n<\/tr>\n
    62<\/td>\n13.29%<\/td>\n29.11%<\/td>\n105<\/td>\n790<\/td>\n2.19<\/td>\nY Combs of arts\/humanities<\/td>\n<\/tr>\n
    63<\/td>\n11.48%<\/td>\n25.14%<\/td>\n105<\/td>\n915<\/td>\n2.19<\/td>\nB8 \u2013 Medical Technology<\/td>\n<\/tr>\n
    64<\/td>\n12.18%<\/td>\n26.24%<\/td>\n615<\/td>\n5050<\/td>\n2.15<\/td>\nB9 \u2013 Others in Subjects allied to Medicine<\/td>\n<\/tr>\n
    65<\/td>\n12.96%<\/td>\n27.23%<\/td>\n640<\/td>\n4940<\/td>\n2.10<\/td>\nL3 \u2013 Sociology<\/td>\n<\/tr>\n
    66<\/td>\n13.44%<\/td>\n27.97%<\/td>\n305<\/td>\n2270<\/td>\n2.08<\/td>\nN8 \u2013 Hospitality, leisure, sport, tourism & transport<\/td>\n<\/tr>\n
    67<\/td>\n13.77%<\/td>\n27.29%<\/td>\n285<\/td>\n2070<\/td>\n1.98<\/td>\nY Combs of science\/eng. with social studies\/bus\/law<\/td>\n<\/tr>\n
    68<\/td>\n12.68%<\/td>\n24.88%<\/td>\n130<\/td>\n1025<\/td>\n1.96<\/td>\nM2 \u2013 Law by Topic<\/td>\n<\/tr>\n
    69<\/td>\n14.23%<\/td>\n27.64%<\/td>\n175<\/td>\n1230<\/td>\n1.94<\/td>\nY Combs of science\/eng. with arts\/humanities\/languages<\/td>\n<\/tr>\n
    70<\/td>\n13.49%<\/td>\n25.12%<\/td>\n145<\/td>\n1075<\/td>\n1.86<\/td>\nW1 \u2013 Fine Art<\/td>\n<\/tr>\n
    71<\/td>\n13.51%<\/td>\n24.66%<\/td>\n200<\/td>\n1480<\/td>\n1.83<\/td>\nY Combs of med\/bio\/agric sciences<\/td>\n<\/tr>\n
    72<\/td>\n14.42%<\/td>\n25.80%<\/td>\n450<\/td>\n3120<\/td>\n1.79<\/td>\nW4 \u2013 Drama<\/td>\n<\/tr>\n
    73<\/td>\n14.25%<\/td>\n24.97%<\/td>\n1130<\/td>\n7930<\/td>\n1.75<\/td>\nC6 \u2013 Sport and Exercise Science<\/td>\n<\/tr>\n
    74<\/td>\n13.35%<\/td>\n22.89%<\/td>\n420<\/td>\n3145<\/td>\n1.71<\/td>\nX1 \u2013 Training Teachers<\/td>\n<\/tr>\n
    75<\/td>\n16.09%<\/td>\n25.29%<\/td>\n140<\/td>\n870<\/td>\n1.57<\/td>\nI3 \u2013 Software Engineering<\/td>\n<\/tr>\n
    76<\/td>\n14.60%<\/td>\n21.17%<\/td>\n100<\/td>\n685<\/td>\n1.45<\/td>\nI2 \u2013 Information Systems<\/td>\n<\/tr>\n
    77<\/td>\n15.89%<\/td>\n22.43%<\/td>\n85<\/td>\n535<\/td>\n1.41<\/td>\nII \u2013 Combinations in Computer Sciences<\/td>\n<\/tr>\n
    78<\/td>\n17.48%<\/td>\n23.79%<\/td>\n180<\/td>\n1030<\/td>\n1.36<\/td>\nD3 \u2013 Animal Science<\/td>\n<\/tr>\n
    79<\/td>\n16.53%<\/td>\n21.49%<\/td>\n100<\/td>\n605<\/td>\n1.30<\/td>\nW5 \u2013 Dance<\/td>\n<\/tr>\n
    80<\/td>\n15.28%<\/td>\n19.82%<\/td>\n505<\/td>\n3305<\/td>\n1.30<\/td>\nX3 \u2013 Academic studies in Education<\/td>\n<\/tr>\n
    81<\/td>\n17.01%<\/td>\n19.23%<\/td>\n1150<\/td>\n6760<\/td>\n1.13<\/td>\nB7 \u2013 Nursing<\/td>\n<\/tr>\n
    82<\/td>\n19.20%<\/td>\n20.40%<\/td>\n240<\/td>\n1250<\/td>\n1.06<\/td>\nF4 \u2013 Forensic and Archaeological Science<\/td>\n<\/tr>\n
    83<\/td>\n20.27%<\/td>\n20.95%<\/td>\n150<\/td>\n740<\/td>\n1.03<\/td>\nL4 \u2013 Social Policy<\/td>\n<\/tr>\n
    84<\/td>\n19.14%<\/td>\n19.47%<\/td>\n290<\/td>\n1515<\/td>\n1.02<\/td>\nM9 \u2013 Others in Law<\/td>\n<\/tr>\n
    85<\/td>\n21.84%<\/td>\n19.16%<\/td>\n285<\/td>\n1305<\/td>\n0.88<\/td>\nI6 \u2013 Games<\/td>\n<\/tr>\n
    86<\/td>\n21.53%<\/td>\n14.85%<\/td>\n435<\/td>\n2020<\/td>\n0.69<\/td>\nL5 \u2013 Social Work<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Note: data rounded to nearest five in the original source files to preserve anonymity. And a combined geography total added (unranked).
    \nSource: Kernohan, D. (2020) % POLAR4 Q1 vs % POLAR4 Q5 \u2013 2019 cycle by JACS principal subject, UCAS Acceptances, UK domiciled 18 year olds, Public Tableau of UCAS data, July 6th, https:\/\/public.tableau.com\/profile\/david.kernohan#!\/vizhome\/Principalsubject-POLAR\/Sheet1<\/a><\/p>\n

     <\/em><\/p>\n

    About the Author:<\/em> Danny Dorling is the Halford Mackinder Professors in Geography at the University of Oxford. He is a social and political geogrpaher with a particular interest in inequalities. He is an Academician of the Academy of the Learned Societies in the Social Sciences, was the Honorary President of the Society of Cartographers for ten years and  is a patron of Roadpeace, the national charity for road crash victims. Much of Danny\u2019s work is available open access (see www.dannydorling.org<\/a>) and his most recent book is Slowdown<\/a>.<\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

    Suggested further reading<\/strong><\/p>\n

    McIlwaine, C, Bunge, D. (2019). Placing diversity among undergraduate Geography students in London: Reflections on attainment and progression. Area<\/em>. 51: 500\u2013 507. https:\/\/doi.org\/10.1111\/area.12506<\/a><\/p>\n

    Dorling, D. (2019). Kindness: A new kind of rigour for British Geographers. Emotion, Space and Society<\/em>, 33<\/em>, 100630. https:\/\/doi.org\/10.1016\/j.emospa.2019.100630<\/a><\/p>\n

    Wyse, S, Page, B, Walkington, H, Hill, JL. Degree outcomes and national calibration: Debating academic standards in UK Geography. Area<\/em>. 2019; 52: 376\u2013 385. https:\/\/doi.org\/10.1111\/area.12571<\/a><\/p>\n

    geography<\/a>, diversity<\/a>, Covid-19<\/a>, coronavirus<\/a>, a level<\/a>, GCSE<\/a>, OFQUAL<\/a>, socio-economic background<\/a><\/p>\n

     <\/p>\n

     <\/p>\n

    for a PDF of this article and a link to where it was first published click here<\/a>.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

    Why should the exam debacle of 2020 matter to Geographers?<\/p>\n","protected":false},"author":1,"featured_media":8594,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[19],"tags":[],"class_list":["post-7945","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"_links":{"self":[{"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/posts\/7945","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=7945"}],"version-history":[{"count":4,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/posts\/7945\/revisions"}],"predecessor-version":[{"id":8595,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/posts\/7945\/revisions\/8595"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=\/wp\/v2\/media\/8594"}],"wp:attachment":[{"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=7945"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=7945"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dannydorling.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=7945"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}