Building social capital for equity in technical education

By Suki Dhesi, Deputy Principal at HSDC and Research Further Scholar

Post-16 technical education routes such as apprenticeships and T Levels are promoted as engines of social mobility, yet disadvantaged and minoritised young people remain under-represented. Research shows this is not simply about attainment, but about social capital. These individuals often lack access to the networks and mentors that enable learners to navigate opportunity (Bourdieu, 1986; Archer, 2020). Without these support mechanisms, technical pathways appear ‘high-risk’ compared to the protective environments of schools and colleges (Mirza, 2024).

Apprenticeship data reveals persistent disparities. Black and Asian learners are under-represented overall and concentrated in lower-paid sectors such as health and care, while white learners dominate engineering and digital fields (Social Mobility Commission, 2020; Youth Futures Foundation, 2021). Gender intersects with ethnicity and class, with young women from ethnic minority backgrounds particularly excluded from STEM apprenticeships. T Levels show slightly more balanced participation, but disadvantaged learners struggle to complete due to barriers in securing mandatory industry placements (NFER, 2023).

Fuller and Farquharson (2020) highlight that apprenticeships disproportionately benefit those with existing networks. Mirza’s intersectional analysis highlights how minoritised learners often perceive workplace exposure with anxiety, due to the perceived risk of discrimination (Mirza, 2024). Archer’s science capital framework explains why disadvantaged students may see STEM pathways as ‘not for people like me’ (Archer, 2024). These insights converge. Without social capital, technical education risks reproducing inequality rather than alleviating it.

The DfE Post-16 Education and Skills White Paper and Skills England’s Roadmap emphasise breaking down barriers, but progress requires embedding social capital development opportunities for young people. The Gatsby Benchmarks provide a practical framework. Benchmark 5 (encounters with employers) and Benchmark 6 (experiences of workplaces) are particularly critical. Yet disadvantaged schools often lack tailored and targeted interventions for disadvantaged pupils (Careers & Enterprise Company, 2021). Embedding mentoring, alumni networks, and inclusive employer partnerships can ensure these benchmarks are delivered equitably.

Colleges that are committed to equity continue to make strides forward. Two examples from HSDC include HSDC’s achievement of 100% of Gatsby Benchmarks and its campus-based Higher Education and Employability Fairs, which both are inclusive of pre-16 local school pupils, supporting the development of social networks. These initiatives are specifically focussed on social capital and will no doubt contribute positively to creating equity in technical education across the college campuses and create a highly skilled, diverse regional workforce.

Apprenticeships and T Levels both promise social mobility, but socio-economic background, gender, and ethnicity shape participation in distinct ways. Apprenticeships demand early workplace immersion, amplifying social capital gaps, while T Levels provide a more familiar classroom environment but still rely on industry placements. To transform these routes into engines of equity, policymakers, educators, and employers must embed social capital development into practice, aligning reforms with the Gatsby Benchmarks to ensure disadvantaged learners gain the networks and confidence needed to thrive. A positive signal emerging from the DfE’s recent Curriculum and Assessment Review represents a significant shift in careers education policy. By embedding mandatory, structured workplace exposure into the curriculum in years 10-11, the reforms aim to build social capital, reduce inequities, and align with the Gatsby Benchmarks to ensure all young people, especially those from disadvantaged backgrounds, gain the confidence and networks needed to thrive in post-16 education pathways of their choice.