| 1
Data in this paper relate to both the period before and
after the abolition of the binary line. For simplicity
former polytechnics will be known as polytechnics or post
1992 universities, former universities as pre-1992
universities and all higher education institutions (HEIs)
in the post binary period simply as universities. 2 The terms ‘alternative’, ‘non-standard’ and ‘non-traditional’ are used in the literature, often interchangeably, to describe various types of student including; women, mature, ethnic minority, non A-Level and part-time students. We make clear in the text which particular group of students we are referring to. Some researchers prefer the term ‘alternative’ because it avoids describing such students in negative terms. 3 Although 6% of students in HE fail to disclose their ethnicity (Ramsden, 1997). However, Modood (1993, p 169) suggests that "ethnic minority individuals are no less or not much less reluctant to answer ethnic origin questions than white people. . . " 4 UCCA 1990 data indicates that the average A Level scores of different ethnic groups were as follows: Bangladeshi – 16. 4, Chinese – 16. 8, Indian – 17. 0, Pakistani – 15. 7, Other – 17. 4, Black – 14. 0 and White – 18. 0. 5 "Previous research has shown that equal opportunities policies in higher education are not very advanced, with the old universities lagging behind the former polytechnics" (Taylor, 1992). 6 The HEFCE (1996) have called for further research into the financial return to a degree for non-traditional students. 7 For black and Indian sub-continent ethnic groups the ratio of men to women is 56:44 and 58:42 respectively (Hogarth et al, 1997). |
| 8
As already indicated, the terms ‘alternative’,
‘non-standard’ and ‘non-traditional’
are used in the literature, often interchangeably, to
describe various types of student including; women,
mature, ethnic minority, non A-Level and part-time
students. We make clear in the text which particular
group of students we are referring to. 9 A further 20% of these students enter HE with some other kind of qualification, including other HE or professional qualifications, PGCEs etc. However, the data is somewhat problematic and we do not know the entry qualifications of 14% of students in HE (Ramsden, 1997). 10 In 1995, only 4. 8% of Access and vocational students were awarded first class degrees, compared to 6. 4% of A Level students (Ramsden, 1997). Yet similar proportions of Access and A Level students, and a higher proportion of vocational students, achieved an upper second class degree (Ramsden, 1997). 11 "The study of black history, economic, social organisation and stratification which in many respects has been affected by rascism nonetheless remains irreducible to it." (Channer and Franklin, 1995). 12 In 1993 the Scottish participation rate in HE amongst under 21 year olds was 38% (Paterson, 1997). This compares to 28. 4% in England, 31. 5% in Wales and 33. 4% in Northern Ireland in the same year (Parry, 1997). 13 The importance of specific schemes such as the Scottish Credit Accumulation and Transfer Scheme (SCOTCATS) and the Scottish Wider Access Programme (SWAP) should not be underestimated (Paterson, 1997 and Fleming, 1997). 14 We wish to express our thanks to Tony Edwards and Bruce Carrington for their most helpful comments on earlier versions of this report.
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