This video will teach you more about social mobility than any textbook ever could. The question asked is…
‘Is nature natural?’
TEST yourself! Could you pass an OXFORD UNI interview?! – YouTube
At the age of 17 I wouldn’t even have known where to start with this 🤣 not because I wasn’t academic, but because I was from a working class background.
When I hear a question like this and other similar ones (they do differ by subject), my first thought is ‘what was lived experience of the person who designed it?’
Undoubtedly, they will have come across similar questions at the dinner table.
Questions that challenge them to speak about something they are unfamiliar with and to form well-reasoned views across a range of topics.
The problem is this is very cultural. You are unlikely to come across these types of questions on a working-class dinner table and that isn’t a bad thing – we all have different cultures and interests.
So what do we do about this?
There is merit in these types of exercises more broadly which shouldn’t be overlooked.
Abstract thinking is important. Being able to reason and articulate yourself well through a complex topic. And, most importantly, mastering the art of BS when you have no clue – which is a key skill in many careers.
The challenge is therefore designing entry exercises that are equally robust but more equitable?
If we were to ask academics from a range of socio-economic backgrounds to design entry questions, would there be noticeable differences in what these looked like?
Here is my attempt at a equally robust equitable question – ‘is challenge essential for achievement?’.
Equally robust, but something relatable and engaging for a wider range of candidates.
Some key takeaways:
– 🔣 Diverse input is needed into entry exercises, especially for ‘elite’ institutions.
– 🧑💻 Technology can allow us to level the playing field like never before by opening up access to vital information. When I was applying for uni this wasn’t the case!
– 📅 Can data and evidence be used to make more robust decisions about the criteria we assess?
– 🤝 Can entry processes be equally robust but more equitable? This would allow individuals from a range of socio-economic backgrounds have a better chance of success.
Matt Williams is doing some really great work with his content to de-mystify the process to Oxford across a range of subjects.
We really need more people like this to level the playing field, but we should also constructively challenge processes as well to ensure they are equitable.
Do you agree? Or have strong opposing views? – if so, lets discuss…