{"id":216,"date":"2024-01-16T18:14:27","date_gmt":"2024-01-16T18:14:27","guid":{"rendered":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/?page_id=216"},"modified":"2025-12-18T15:27:42","modified_gmt":"2025-12-18T15:27:42","slug":"what-are-awarding-gaps","status":"publish","type":"page","link":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/awarding-gap-toolkit\/what-are-awarding-gaps\/","title":{"rendered":"What Are Awarding Gaps?"},"content":{"rendered":"\n

The degree awarding gap in higher education is the difference in the proportion of two student groups receiving a first or second-class undergraduate degree. These gaps persist after controlling for variables such as prior attainment or household income.<\/p>\n\n\n

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\"A<\/figure><\/div>\n\n\n

[Source: OfS analysis of ethnicity awarding gaps by entry qualifications; aggregated sector data from HESA record, 2018]<\/a><\/p>\n\n\n\n

Across the sector there are significant and enduring awarding gaps for students from underrepresented groups. Across the last four years (as of 2023), Higher Education Statistics Agency (HESA) data provided by the Office for Students<\/a> reveals an average awarding gap of 20.2 percentage points between white and Black students, and 16.9 percentage points between students from the most and least deprived neighbourhoods. Similar gaps are observed to impact other groups such as disabled students, male students and mature students. <\/p>\n\n\n\n

Awarding gaps vary in size between institutions, and within an institution, between subjects, suggesting a need for context-specific solutions.<\/p>\n\n\n\n

Through its Access and Participation Plan (2024-28)<\/a>, the University of Reading is committed to achieving parity in rates of ‘good degrees’ (what are good degrees?<\/a><\/em>) and providing equal opportunities to all students.<\/p>\n\n\n\n

The term \u2018awarding gap\u2019 is preferred to \u2018attainment gap\u2019 as it puts emphasis on systemic inequalities rather than the perceived shortcomings of students. The University of Reading rejects the deficit model, which positions marginalised students as lacking ability, and instead aims to recognise and enhance all of our students’ potential.<\/p>\n\n\n\n

“The persistence of awarding gaps between students from different ethnic or social backgrounds is a stain on the reputation of the HE sector. While these gaps are rooted in deep structural inequalities within our society, all of us who care about the value of a University education have a responsibility to be a part of the solution.”<\/em><\/p>\n\n\n\n

Professor Peter Miskell, Pro-Vice Chancellor (Education and Student Experience)<\/strong>, <\/em>University of Reading<\/strong><\/p>\n\n\n\n

Up next:<\/strong><\/h3>\n\n\n\n
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Awarding Gaps at the University of Reading<\/a><\/div>\n<\/div>\n\n\n\n

Go back:<\/strong><\/h3>\n\n\n\n
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Awarding Gap Toolkit<\/a><\/div>\n<\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

The degree awarding gap in higher education is the difference in the proportion of two student groups receiving a first or second-class undergraduate degree. These […]<\/p>\n","protected":false},"author":27,"featured_media":0,"parent":207,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-216","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/pages\/216","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/users\/27"}],"replies":[{"embeddable":true,"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/comments?post=216"}],"version-history":[{"count":5,"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/pages\/216\/revisions"}],"predecessor-version":[{"id":1254,"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/pages\/216\/revisions\/1254"}],"up":[{"embeddable":true,"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/pages\/207"}],"wp:attachment":[{"href":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/wp-json\/wp\/v2\/media?parent=216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}