Levelling the Odds: Exploring UK University Physics Awarding Gaps

Awarding gaps (differential degree outcomes between demographic groups) are well-documented in UK Higher Education. However, analyses of subject-specific gaps (such as those in university physics courses) are much less common, despite some studies acknowledging that both institutional systemic change and more contextualised approaches are necessary to address gaps [1,2,3]. Even within subjects, presenting national average gaps can mask the granular variation arising from the distinct learning cultures of UK institutions. Likewise, physics awarding gaps – an underexplored area in education literature – may not be uniform across physics departments. 

Using data from ~26,000 UK physics graduates over nine years (collected by the Higher Education Statistics Agency), this study utilises multilevel modelling to examine the social, academic, and institutional factors that contribute to the attainment of higher degree awards in physics. By investigating where disparities arise, this research aims to provide quantitative insights that can inform departmental approaches to closing awarding gaps. In doing so, this work shifts the conversation around awarding gaps in physics from whether gaps exist to where, why, and how they vary.

References:

[1] Andrews, S.; Stephenson, J.; Adefila, A.; Cuthbert, K.; Lee, S.; Dodd, V.; Jones-Devitt, S. Approaches to Addressing the Ethnicity Degree Awarding Gap; Transforming Access and Student Outcomes in Higher Education. 2023, https://cdn.taso.org.uk/wp-content/uploads/2023-06-09_Approaches-to-addressing-the-ethnicity-degree-awarding-gap_TASO.pdf 

[2] Hubbard, K. E. Institution Level Awarding Gap Metrics for Identifying Educational Inequity: Useful Tools or Reductive Distractions? High. Educ. 2024, 88, 2269–2289. https://doi.org/10.1007/s10734-024-01216-y 

[3] Low, A. M.; Kalender, Z. Y. Predictors and Socio-Demographic Disparities in STEM Degree Outcomes: A UK Longitudinal Study Using Hierarchical Logistic Regression. arXiv. 2024, https://doi.org/10.48550/arXiv.2408.05853