'Low Value' Courses: Understanding the relationship between a prospective undergraduate's background & identity, a& perceptions of Arts & Humanities

This project would examine the relationship between prospective undergraduates background and identity and perceptions of Arts & Humanities degrees.

Contemporary discourse in government policy and popular media describes A&H as a 'low value' field for undergraduates seeking well-paid employment, and the financial benefit of attending university is under intense scrutiny.

I would investigate to what extent this perception is shared by young people going into Higher Education, and whether perceptions vary dependent on socioeconomic background, class identity, race, or gender.

Results would have implications for the diversity of the A&H field and whether policy interventions that have already led to the closure of several A&H courses across the UK, are in conflict with students goals and interests as the 'consumers' of HE.

My previous research in the area indicated a discrepancy between popular discourse and student perspectives, and concern from students that A&H will become increasingly unviable, particularly to those from lower socioeconomic backgrounds.

Although not considered, student background and identity clearly played a role in the participants navigation of HE and perception of A&H, indicating the necessity of further research to determine whether pre-existing disparities in A&H are likely to worsen. The study would use mixed-methods for breadth and depth.

Participants would be between the ages of 16 and 18 from a targeted range of 15-20 schools based on region, contextual intake data - restricting location to England - and whether they are private, grammar, or state. I would survey approximately 15 students per school. Socioeconomic status would be measured via self-declared metrics such as FSM eligibility and First-Gen status.

Participants would also self-declare their race/ethnicity and gender identity.

Participants would answer survey questions focussed in two areas: their subject choices in HE and their opinions of A&H.

The former would explore whether labour market-returns dominate their decisions, and the latter would explore how 'value' is constructed, and whether A&H is less-favoured as a result.

After considering relevant controls and interactions, regression analysis would determine correlation and association between indicators and particular answers.

Quantitative data alone would be insufficient to determine causation and is unable to delve into the intersectional complexities present within how individuals understand themselves and articulate their thoughts.

Therefore, I would conduct semi-structured interviews with approximately 2 students from each school asking about their approach to choosing their degree subject, for their response to the 'low value' discourse, and how their background and identity may influence their decisions.