**Focus on Final-Year Exams at Oxbridge Could Disadvantage Female Students**
A recent report published by the Higher Education Policy Institute (Hepi) think tank suggests that a focus on final-year exams at Oxbridge may be putting female students at a disadvantage. The paper explores potential reasons why men are more likely to achieve a first-class degree at the esteemed universities of Oxford and Cambridge.
While across UK universities, women generally outperform men in graduating with first-class and upper second-class undergraduate degrees, a first-class degree awarding gap favouring men has been observed at Oxford and Cambridge. For example, in 2022/23, at Cambridge University, 30.7% of male students received first-class undergraduate examination results, compared to only 22.4% of female students, representing an 8.3 percentage point difference.
The paper, authored by Famke Veenstra-Ashmore, a parliamentary researcher and University of Cambridge graduate, highlights how the historical context, structure, and examination methods at Oxbridge contribute to a system that advantages men in obtaining the highest degree classification. The report suggests that final-year examination-based assessment methods could disproportionately affect women, who may be less likely to take risks, experience premenstrual syndrome (PMS), and excel in coursework assessments.
According to the analysis, disparities in gender attainment were particularly significant in courses such as Theology at Cambridge and Classics at Oxford, where the gaps in favour of male students were notably high. The report also points to representation issues in certain Oxford and Cambridge courses, where supervisors and tutors tend to be predominantly male, as a potential factor contributing to the degree awarding gap.
Miss Veenstra-Ashmore, the author of the report, emphasised the need for urgent reforms at Oxford and Cambridge to address the gender disparity in degree outcomes. She called for a reassessment of assessment methods and the balance between exams and coursework to rectify the existing awarding gap.
Rose Stephenson, director of policy and advocacy at Hepi, highlighted the historical gender inequality entrenched within Oxbridge institutions and urged immediate action to rectify the systemic biases. Both the universities of Oxford and Cambridge have acknowledged the need to address the gender gap in degree outcomes. Professor Bhaskar Vira from the University of Cambridge stated that investigations are ongoing to identify the causes of the gap and develop an action plan, while Professor Martin Williams from the University of Oxford committed to eliminating the gender gap in undergraduate degree outcomes by 2030.
In conclusion, the report sheds light on the challenges faced by female students at Oxbridge and underscores the importance of addressing gender disparities in academia through comprehensive reforms in assessment methods and teaching practices. The call for action to level the playing field for all students, regardless of gender, highlights the ongoing commitment to diversity and inclusivity in higher education institutions.
This article highlights the pertinent issues surrounding gender disparities in degree attainment at Oxbridge and the urgent need for transformative measures to ensure equal opportunities for all students.