Ethnicity

Ethnicity follow up

Study to investigate the factors affecting A-level and undergraduate subject choices by ethnic group

Background

The recent study by the Institute of Physics and Royal Society of Chemistry looking at the representation of ethnic groups in physics and chemistry reported a complex picture of retention and attrition. 

Indian and Chinese students show a strong preference for chemistry and physics at A-level compared with other ethnic groups.  In contrast Black Caribbean students are much less likely to study physics and chemistry at A-level.  In degree level chemistry there is a mixed picture with some ethnic minority groups over-represented relative to their numbers in the undergraduate population and others under-represented.  In physics, however, ethnic minority groups, with the exception of Chinese students, tend to be under-represented compared with the white population.

Amongst students who achieve high standards at undergraduate level, ethnic minority students are less likely than their white counterparts to study physics or chemistry at PhD level.  In contrast, ethnic minority graduates in physics and chemistry are significantly more likely to go on to further study than their white counterparts but in other subject areas.

The study led to the conclusion that there are different factors affecting the decision making of ethnic minority students compared with white students.

The Institute of Physics and Royal Society of Chemistry are now commissioning a study to investigate the factors affecting A-level and undergraduate subject choices by ethnic group.  In particular, this will include but not necessarily be limited to:

• Family influence and pressure – differences in the subject choices made by different ethnic groups may have their origins in family attitudes towards education and towards what subjects and courses are seen as leading to professional careers.
  
• The effect of peer group – under-representation of a particular group at an early stage in the educational pipeline (e.g. at A-level) might be self-reinforcing and lead to a greater under-representation at a later stage (e.g. postgraduate study).

The study is being conducted by the National Foundation for Educational Research (NFER) and will start in autumn 2007.

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