In previous research, HESA highlighted that the parental education field it collected contained around 15% of data that could be classified as ‘missing’. In this insight, HESA researchers explore whether family composition may be a factor that explains why some students respond with ‘I don’t know’ when asked about the qualifications attained by their parents in the UCAS form.
This study will therefore be of particular relevance to those individuals or organisations who utilise parental education data as part of their analysis and/or decision-making processes.
In their latest State of the Nation report, the Social Mobility Commission defined social mobility from an intergenerational perspective and see it as being the difference in the outcomes of an individual when compared with their mothers and fathers.[1] From an educational viewpoint, evidence suggests there is a positive causal relationship between the attainment of parents and their children. Indeed, in the context of higher education, individuals whose parents do not have a higher education qualification are far less likely to attend university.[2] Consequently, to try to ensure there is equal opportunity for all and improve levels of social mobility within society, higher education providers continue to use data on parental education as part of their outreach activity.
These initiatives aim to raise aspiration and attainment among under-represented groups through means such as running summer schools or campus visits. Eligibility criteria will often be set by providers for such programmes and one of these may be that the prospective student is the first in their family to attend higher education. Data on this matter may also be used by researchers or sector organisations who are looking to evaluate equality trends. For instance, the Office for Students (OfS) – the regulator in England – utilise this field as part of the regular insights they disseminate on equality and diversity.[3]
