Study finds that by year 9 almost 65% of girls thought it was ‘very important’ to go to university, compared with 58% of boys

Girls as young as 13 are more likely to have a positive attitude towards going to university than their male classmates, according to new research published by education charity the Sutton Trust. The study by Oxford University found that by year 9 at secondary school, when children are 13 or 14, almost 65% of girls thought it was “very important” to go to university, compared with just 58% of boys.

At the other end of the scale, while just one in 10 girls attached no importance to going to university and getting a degree, 15% of boys did not see the point in continuing into higher education, according to the report published on Friday.

The research comes at a time of growing concern about a gender gap in education – girls are outperforming boys at school, and more of them are now going into higher education than their male peers. Statistics for 2015 show that women are now 35% more likely to go to university than men, with white men from poorer backgrounds the least likely group to go – only 8.9% choose to continue their studies.

The Sutton Trust report, called Believing in Better, is based on data from more than 3,000 pupils who were tracked from the age of three, and examines whether aspirations and attitudes towards university affect academic outcomes after GCSE. Results suggest that students’ aspirations – measured in the survey by the importance they attach to going to university and getting a degree – are shaped at an early age by their background.

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The study suggests, however, that educational factors can help to shape pupils’ aspirations and academic self-belief, including attending an academically successful primary school or well-resourced secondary school, and being encouraged to spend time on homework.

Researchers found that students who believed university was a likely goal for them were more likely to carry on with academic study after GCSEs. More than 60% of students who believed it was very likely that they would go to university went on to take three or more A-levels; three-quarters of those who felt they were not likely to go to university gave up their studies.

Students from ethnic minority backgrounds typically had higher levels of aspiration than their white peers, and students from neighbourhoods with higher levels of unemployment were five times more likely to consider a university degree as very important than those from areas with lower unemployment.

Disadvantaged students were, however, less likely to think they would go on to university than their more advantaged peers, with only 27% believing it was likely they themselves would continue into higher education and get a degree, compared with 39% of their better-off peers.

Facebook Twitter Pinterest More than 60% of students who believed it was very likely that they would go to university went on to take three or more A-levels. Photograph: Alamy

Professor Pam Sammons, the report’s lead author, said: “Our research shows that students’ belief in themselves and their aspirations are shaped by their background. However, positive beliefs and high aspirations play an additional and significant role in predicting better A-level outcomes.



“These findings point to the practical importance for schools and teachers of promoting both self-belief and attainment as mutually reinforcing outcomes.”

Co-author Professor Kathy Sylva added: “The higher aspirations of girls in comparison to boys may be linked to their greater A-level success and gaining admission to university.”

The Sutton Trust, which campaigns to improve social mobility through education, is calling for more support to raise the aspirations and attainment of students from poorer homes, including opportunities for them to attend the best-performing schools and pre-schools in order to “help level the playing field”.



Sir Peter Lampl, chair of the Sutton Trust, said: “Today’s report shows us how important it is to raise the aspirations and self-belief of pupils from poorer homes, particularly boys. We need to offer more support to disadvantaged young people throughout their education so that they are in a position to fulfil their potential after GCSE.”