The geodemographics of access and participation in Geography
ALEX D SINGLETON (2012). The Geographical Journal, 178(3), 216-229. DOI: 10.1111/j.1475-4959.2012.00467.x
Abstract
Geography is not a compulsory subject of study beyond the age of 14 in English schools and this has had an impact on both absolute and relative participation rates over recent years. Geodemographic analysis reveals that pupils domiciled within more affluent and less ethnically diverse areas record the highest rates of participation and attainment in GCSE Geography, and that the stratified patterns of participation have increased between 2005 and 2009. Within this period, those schools that have stopped supplying successful GCSE Geography entries by 2009 were found to have overall low aggregate attainment and to draw pupils from more deprived areas. The profile of schools visited by the Royal Geographical Society (with the Institute of British Geographers) (RGS‐IBG) Ambassador Scheme was also considered to assess the extent that the schools visited are representative of pupils who are most at risk of non‐participation.
Extended Summary
This research examines patterns of geographical inequality in access to Geography education within English secondary schools and their changes over time. Using geodemographic analysis of the National Pupil Database, the study analysed participation and attainment data for GCSE Geography from 2005 to 2009, supplemented by data on A-level participation and the Royal Geographical Society’s Ambassador Scheme school visits. The research employed the ACORN geodemographic classification system to categorise pupils by the socioeconomic characteristics of their residential areas, creating index scores to measure over- and under-representation of different demographic groups. The study found significant socio-spatial stratification in Geography participation, with pupils from affluent areas achieving participation rates around 1.5 times the national average, whilst those from the most deprived areas (‘Hard Pressed’ category) recorded substantially lower participation rates. Concerningly, this inequality increased between 2005 and 2009, with relative participation falling from 27.5% to 24.8% nationally whilst becoming more concentrated amongst privileged groups. Schools that completely ceased offering successful GCSE Geography by 2009 typically served more deprived catchments and recorded below-average overall attainment, suggesting curriculum narrowing pressures particularly affect disadvantaged communities. The analysis revealed marked regional variations, with higher participation rates generally occurring outside dominantly urban areas, though complex patterns emerged within major conurbations like London. When examining schools that substantially reduced Geography provision, the research identified a strong correlation with areas characterised by high proportions of Asian communities, particularly Pakistani pupils who were over-represented by a factor of 4.5 in schools that dropped Geography entirely. The evaluation of the RGS-IBG Ambassador Scheme found that whilst the programme reached over 107,000 students, visits were disproportionately concentrated in schools serving more affluent areas, potentially limiting effectiveness in addressing participation inequalities. These findings have significant implications for widening educational access and social mobility, as Geography GCSE acts as a gateway qualification for further study. The research highlights how non-compulsory subject status enables schools facing performance pressures to remove Geography from their curricula, particularly disadvantaging pupils from lower socioeconomic backgrounds who may have fewer alternative educational pathways.
Key Findings
- Geography GCSE participation declined from 27.5% to 24.8% between 2005-2009, with growing inequality between affluent and deprived areas.
- Pupils from affluent areas achieved Geography participation rates 1.5 times higher than the national average throughout the study period.
- Schools completely dropping Geography by 2009 predominantly served deprived catchments with high proportions of Asian communities, particularly Pakistani pupils.
- The RGS-IBG Ambassador Scheme disproportionately visited schools in affluent areas, potentially limiting effectiveness in addressing participation inequalities.
- Regional variations showed higher participation rates in rural areas compared to urban centres, with marked differences across London boroughs.
Citation
@article{singleton2012geodemographics,
author = {ALEX D SINGLETON},
title = {The geodemographics of access and participation in Geography},
journal = {The Geographical Journal},
year = {2012},
volume = {178(3)},
pages = {216-229},
doi = {10.1111/j.1475-4959.2012.00467.x}
}