March 2nd 2016How intergenerational mentoring can reduce educational inequality in Scotland

Alastair Wilson, Katie Hunter, Katie McArthur University of Strathclyde & Sheena Wurthmann, volunteer mentor

Why mentoring?

The problem• Attainment gap in Scotland too wide• Compares poorly with other countries• Very apparent when we look at higher

education• Exaggerated when comes to the most

competitive professions

Why mentoring?

Some more useful indicators – entrance to HE Springburn Academy Glasgow City

ScotlandHigher Education 21% 28%36%

St Ninian's High School East Renfrewshire ScotlandHigher Education 74% 61% 36%

In 2011 one ‘middle class’ school sent 44 students to Strathclyde University. Six of Glasgow’s schools in poorest areas sent 10 between them.

Office for National Statistics Standard Occupational Classification (SOC) HierarchyMajor Group 1: MANAGERS, DIRECTORS AND SENIOR OFFICIALSMajor Group 2: PROFESSIONAL OCCUPATIONSMajor Group 3: ASSOCIATE PROFESSIONAL AND TECHNICAL OCCUPATIONSMajor Group 4: ADMINISTRATIVE AND SECRETARIAL OCCUPATIONSMajor Group 5: SKILLED TRADES OCCUPATIONSMajor Group 6: CARING, LEISURE AND OTHER SERVICE OCCUPATIONSMajor Group 7: SALES AND CUSTOMER SERVICE OCCUPATIONSMajor Group 8: PROCESS, PLANT AND MACHINE OPERATIVESMajor Group 9: ELEMENTARY OCCUPATIONS

Friendship groups S5 between highest attaining pupils (year group 150+)

• Young peoples contacts/networks very limited• Didn’t know or have access to any

professionals (2 had relatives that had been to university)

• Reticent to explore possibilities, make contact with universities, ‘pursue futures’

• Limited academic support outside school compared to other young people

Why mentoring?

Project response to situation• Developed one to one mentoring/tutoring for

S5/S6 pupils – Springburn Academy• Included all those borderline and above in

terms of being likely to achieve five Highers and therefore entry to university

• Pupils were identified and recruited by the school.

• Mentors recruited from variety of sources, emphasis on retired professionals

• Expectation that mentors meet pupil for approximately 40mins every week – flexible.

Questions for workshop• What do mentors do? • Is having a mentor useful to young

people?• Does it provide a rewarding

experience for mentors?

Conclusions: Understanding why it works

• Attention needs to be diverted from schools, and academically able young people . School(s) capable of delivering Highers

• Preparation for university crucial – application, personal statements and interview process: Experience limited eg. to school visits.

• Expands social networks of young people – Mentor acts as conduit/brokerage to new worlds

• Mentors are benign face of an alien world. Young people have no familiarity with world about to enter.

• Process is a focal point for understanding role of social/cultural capital in access to HE