Keynote on "Exploring Inequality and its Consequences: Education, Labour Markets, and Communities", given by Danny Dorling Birbeck University, 5th July 2010.

1. Spatial inequalities in access to university, jobs and 'good' schools Danny Dorling, Department of Geography, University of Sheffield Keynote on “ Exploring Inequality and its Consequences: Education, Labour Markets, and Communities”, 5 th July, 2010, adapted from 20 th April Talk given within Sheffield University concerning Widening Participation so I will start with that. Watch the multimedia version of this presentation including video at http://sasi.group.shef.ac.uk/presentations/

4. School-leaving age (years) and university entry (%), Britain, 1876-2013 School leaving age University entry % Year Age Source: “Injustice” (2010)

5. HE by neighbourhood, 2005 (inequality by tract) Sources: “Identity in Britain” (2007) pages 100-103 (next slides)

6. Concentrate on extremes Tracts are half Constituencies. By decile the inequality rate is about 1:4. It is higher if smaller neighbourhoods are compared. Note how the trend ‘flicks’ down and up at both ends – it is regressive.

7. Concentrate on the map

8. Concentrate on elite 10% Going to most ‘prestigious’

9. Concentrate on the lines Hallam North/South

11. Recently a narrowing in inequality occurred A slight narrowing viewed in some ways, remarkable in others, but not even those in ‘pole-position’ are happy.. The source here are HEFCE’s 2010 Trends report

12. Considering the 15% to 19% rise: It was predicted given earlier GCSEs

13. It looks as if it reflects ‘investment’, when a “lag” is put in, as below

14. But it is uneven. For the worse-off fifth: Women +5%, Men +4%

15. However, geographical differences in the trend are much more important. The overall rise in Yorkshire for all groups is just 4% in the last five years. To those regions and sexes that have, more is given. And – we have managed to create a system that still causes great distress – possibly most distress to those at the top…

16. “ Bright pupils are rejected in scramble for university” The Times Newspaper on April 10th reported on Florence MacKenzie who they described as “upset and angry”. Their reported continued: ‘Universities would have fought over Florence MacKenzie, 18, in previous years. On course to achieve A and A* grades in her A levels, she has straight A*s in her nine GCSEs, plays hockey for her school, and is Grade 8 at piano and violin. She and her parents were baffled when she was rejected by three of her five chosen universities. Florence, from Banbury, is happy with her place studying English at University College London, but was turned down by Edinburgh, St Andrews and Durham. All are popular universities, hugely oversubscribed for her chosen subject, allowing them to be extremely picky. Edinburgh allocated 70 per cent of places on a points system that favoured teenagers from poor schools, those whose parents did not go to university, or those from Scotland or northern England. Florence goes to an independent girls’ school in Warwick so did not qualify. It set a hurdle of 11 GCSEs at A* to qualify for the remaining 30 per cent of places, but many schools (including Florence’s) do not set this many. She said: “I was very keen on Edinburgh and upset when rejected by them — angry as well after I found out the reasons why. I don’t think it’s a fair way of doing it, they should interview like other universities.” As many as 25 candidates are pursuing each place on popular courses at leading universities.’ http://www.timesonline.co.uk/tol/life_and_style/education/article7093817.ece

17. So, what is happening? Consider a very crude map of inequality in access S. Yorks. Banbury Source: “Human Geography of the UK” (2005) pages 33-47 (& next slides)

18. Crude models predicting access You can predict how many you people will go to university from each area by knowing their social class background. However there are geographical effects above this. Living in an area where it has become usual to go to university, for from which youngsters want to escape more increases their chances of attending beyond the effects of social class and vice versa (Latin also puts children with usual backgrounds off places that reveal in using it…) http://www.sasi.group.shef.ac.uk/hguk/chapter1.htm Human Geography Landscapes:

19. Consider a crude indicator of access inequality beyond class S. Yorks. Banbury Source: http://www.sasi.group.shef.ac.uk/hguk/chapter1.htm 4% - -4% = 8% gap “beyond class” For every 12 children 1 extra in S. Yorks. .does not go to uni.

20. Consider South Yorkshire and in particular Sheffield – why the gap? And why the dramatic reduction?

22. Educational divides for the lucky may be narrowing but other gaps growing Source: “ The Sheffield Project” (2009, Shef. Uni.) (& next slides)

24. By home location at age 15

27. All this results in polarisation in youth National modal age (16-24): [ the Pied Piper of London?] Sources: “Identity in Britain” (2007) pages 105-122 (next slides)

28. The children taken by the Pied Piper of London may be too old when it comes to playing with their grandchildren.

29. Britain can be seen as a city with quarters and its hinterland Oxford NW, ‘professional’ by label.

30. A memory test:

31. Oxford North West: Prof./ Elem.! 1 st / 2 nd most common jobs ‘ bedder’ = Elementary

34. Geography matters: Look at the proportions attending private schools at age 15 2% in S. Yorks. Banbury: 9%+ Source: http://www.sasi.group.shef.ac.uk/hguk/chapter1.htm Low participation ridge