Analysing inequalities within the LSE student body:bringing social class into the mix

We report the results of a study of LSE home undergraduate students which addresses the significance of social class background in shaping a range of student outcomes. We explore how class background and other sociodemographic variables affect access (who gets in), study choice (who studies what), attainment (how students perform in summative assessment), and satisfaction (how students rate their programme). We show that parental class background plays a major role across all these dimensions and is a major force shaping LSE undergraduate student outcomes. This is evident from observing raw bivariate associations and remains true when we report linear regression models controlling for numerous other socio-demographic and institutional factors. We also demonstrate powerful intersectional associations, especially with race, and also with declared disability status. Our results underscore the need to take social class seriously in the analysis of the undergraduate experience, both in analytical and in policy terms.