The role of subject area, gender, ethnicity and school background in the degree results of Cambridge University undergraduates

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Abstract
This article examines the relationship between a number of social factors and variations in the class marks awarded to final year undergraduates at the University of Cambridge in 1997 and 1998. Analysis of the categorical data demonstrates that the subject studied, gender and ethnic origin are associated with variations in the marks awarded to undergraduates. Social class and school background were not directly associated with variations in performance. However, a student's school background, ethnic origin, gender and the subject studied interact in complex ways to lead to differences in class marks. The relative influence of these different social variables is discussed. The article concludes that a student's academic performance is linked to aspects of a student's social identity and that these social identities may be created in a range of different social contexts. In this respect, one important source of identity stems from the subject a student studies.

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