Socioeconomic status encompasses a range of different factors, which can include education, income and occupation.
Educational disadvantage may overlap with economic disadvantage, but they are not always related.
Different organisations may have different definitions and ways to measure socioeconomic status, including Indices of Multiple Deprivation (IMD) and UCAS’ Multiple Equality Measure (MEM).
Be as specific as possible where you need to define a particular group.
For example, ‘low income’ can mean different things to different people. When describing eligibility for a scholarship, for instance, use ‘household income of £42,875 or below’ instead of ‘low income’.
University context
At the University, we generally use the term ‘underrepresented’ to refer to students who have had less opportunity in relation to access, success or progression.
The meaning of the term ‘underrepresented’ depends on the context, so be aware that it may not be understood by all audiences. For example, groups that are underrepresented at Bristol may not be underrepresented at other institutions.
The University’s Widening Participation team uses a range of measures to define underrepresented backgrounds. Some of these include:
Being part of the first generation in a family to go to university
Eligibility for free school meals.
The Widening Participation team works with home undergraduate students only.
Specific terminology
Remember that ‘underrepresented’ has a different meaning to ‘disadvantaged’.
The term ‘disadvantaged’ can be appropriate in some situations, but be aware that people categorised as such may not see themselves as disadvantaged.
If you are specifically writing about ‘educational disadvantage’ or ‘economic disadvantage’, use the more specific term.
The terms ‘equality of opportunity’ and ‘equity’ may also be relevant.
When writing to general groups, remember that not everyone has the same opportunities, resources and experiences.
For example, not all students will have the money or time to take part in activities like meals out or going to events.
When writing about student societies or extracurricular activities, try to include a diverse range of options, including those that are free or less expensive.
When using language that is specific to the University or universities in general, try to explain any unfamiliar terms or jargon.
For example, people who are the first in their family to attend university may not be familiar with terminology used in higher education.
When writing about living costs at university, bear in mind that people will have very different budgets.
Rather than using averages or estimates of living costs, it can be useful to include a range. For example, ‘you may spend between £100 and £500 a year on books and printing’ rather than ‘average costs: £400’. This can be more inclusive for audiences with lower budgets.
Where possible, if there is a cost involved in an activity or resource, link or refer to any financial support available.
Avoid describing items or events using words like ‘cheap’ or ‘affordable’, as these have different meanings to different people.
For example, when describing University accommodation, use the term ‘cheaper’ or ‘reduced cost’ in comparison with other options, rather than saying that a particular residence is ‘cheap’.
Avoid using class labels such as ‘working-class’, ‘middle-class’ or ‘upper-class’, unless someone personally identifies with them or in a quote.
Further resources
Find out about the University’s work to diversify the student body and improve access for students from underrepresented backgrounds on our Widening Participation webpages.
To find further information about behaviour that is not tolerated at the University, and report unacceptable behaviour, visit our pages for students or staff.
