{"id":568,"date":"2013-07-18T11:54:30","date_gmt":"2013-07-18T11:54:30","guid":{"rendered":"http:\/\/blogs.gre.ac.uk\/diversity\/?p=568"},"modified":"2013-07-18T11:54:30","modified_gmt":"2013-07-18T11:54:30","slug":"568","status":"publish","type":"post","link":"https:\/\/blogs.gre.ac.uk\/diversity\/2013\/07\/18\/568\/","title":{"rendered":"Different Backgrounds Lead to Different Student Experiences of HE"},"content":{"rendered":"<p>HEFCE&#8217;s recent report\u00a0<a href=\"http:\/\/www.hefce.ac.uk\/media\/hefce\/content\/pubs\/2013\/201315\/Higher%20education%20and%20beyond%20Outcomes%20from%20full-time%20first%20degree%20study.pdf\">Higher education and beyond: outcomes from full-time first degree study<\/a> highlights that students experience and benefit from higher education differently depending on their background. The report looks at degree attainment and subsequent employment of students from the 2006\/07 cohort.<\/p>\n<p>The report highlights that disabled students receiving Disabled Students Allowance (DSA) are more likely to achieve a 1st or 2:1 degree than disabled students who don&#8217;t receive DSA. On completion of their first degree, they are also more likely to be in employment or further study, and more likely to be in a graduate job.<\/p>\n<p>The report also adds to the growing body of evidence that students from minority ethnic backgrounds have a different experience of HE from their white peers. This points to the need for more inclusive curriculum design, assessments and culture.<\/p>\n<p>Equality Challenge Unit have produced guidance in response to the report, found at:\u00a0<a href=\"http:\/\/www.ecu.ac.uk\/news\/different-backgrounds-lead-to-different-student-experiences-of-he\">http:\/\/www.ecu.ac.uk\/news\/different-backgrounds-lead-to-different-student-experiences-of-he<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>HEFCE&#8217;s recent report\u00a0Higher education and beyond: outcomes from full-time first degree study highlights that students experience and benefit from higher education differently depending on their background. The report looks at degree attainment and subsequent employment &hellip;<\/p>\n","protected":false},"author":62,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[4,7,1],"tags":[],"class_list":["post-568","post","type-post","status-publish","format-standard","hentry","category-disability","category-ethnicity","category-uncategorised"],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/posts\/568","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/users\/62"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/comments?post=568"}],"version-history":[{"count":0,"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/posts\/568\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/media?parent=568"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/categories?post=568"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/diversity\/wp-json\/wp\/v2\/tags?post=568"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}