Option blocks that block options: exploring inequalities in GCSE and A Level options in England

Despite the expansion of the UK higher education (HE) sector, young people from disadvantaged backgrounds remain less likely than their advantaged counterparts to apply for or be offered a place at university. Whilst attempts to widen access have tended to revolve around raising aspirations and attainment, this article makes a case for the consideration of differential access to subjects seen as directly ‘facilitating’ university entry. Through exploring opportunity structures in three secondary schools in England (one private, one state in a wealthy area and one in a socio-economically disadvantaged area), this study highlights inequalities in the GCSE and A Level options presented to pupils. Whilst some schools provide a wide landscape of opportunities and support with constructing subject ‘packages’, others are left to work within timetable blocking systems which restrict subject options. Overall it argues that young people’s academic portfolios must be viewed in the context of the opportunities presented to them.