Natch. And it's entirely appropriate to use admissions to redress some of that, should a university decide to do so.
Exams just measure performance on exams, which are strongly correlated with these variables. The pure exam-based admissions system basically reflective of the liberal individualist biases of the upper-income-quartile in our society, masquerading as objectivity. That's fine, it's a decent system, but the limitations must be recognised and it's not discriminatory to try to correct for them. It's just a bit too convenient for the most powerful people in society to say that the system which so strongly favours them is objective.
This isn't really a "problem with schooling", just a product of the inherent inequalities of power and status in society. No primary or secondary school system can entirely correct for that. Some people have more stable or demanding parents, some schools exist to channel their kids into good exam results in a hot-house environment because there's a demand for that. No exam can avoid that bias. These are just the sort of inherent inequalities that need to be corrected for wherever possible and convenient, I'd argue admissions and university are a great leveller in that regard.
To a limited extent I'd agree with you, and I can define by how much. I agree that a switch to an assessment of how good the student will be at the end of the course is acceptable, and that tutors are quite justified in accounting for limitations on performance like the ones you've listed.
I don't agree that university places (in this country they're government-controlled) should be used to try to achieve overall equality of educational outcome by taking students who need remedial work or extra attention, even if they have that need through no fault of their own.
At that point, although it's not the student's fault, it is not the university's, and transferring the injustice from the student to the university (and hence the excluded student who might have got that place) does not correct it.
I don't want to talk about exams specifically, because not every university uses them as the sole selection criterion, so they're not really related to the subject. I think that private schools can probably achieve far more with interview training and social education, which homogenises the range of applicants and, in people who are still maturing, doesn't really add any permanent value.
Exams are one reasonable way to test ability, although far from perfect.
*Checks youtube comments of white, heterosexual artists, notes conversation revolves around quality of music or criticisms of scene*
*Checks youtube comments of black and gay artists, sees copious hate speech, or at least contextualizing the music in terms of race or sexuality*
Wrong, sadly, but let's check back in 10 years.
See, the problem as I see it is that feminists see things like this and rather than doing what happened for black people, which was to make it bad to contextualise what people did solely as 'black', and for black reasons, they decide that everything should be contextualised.
We therefore get people who, rather than seeing things through the 'music scene' context (in this example), would instead see a person's music as indicative of his maleness.
Instead of wanting to raise discourse about female musicians, authors, politicians and everyone else to the level that is accepted for men, some people seem to like to try to bring the level of discourse for everyone down to the level that some women or homosexuals suffer, and thereby prevent that suffering from being discriminatory.
Having lots of discrimination on the basis of irrelevant characteristics, and trying to make it all balance out to something that is decreed to be fair is not a fair society. We should aim to eliminate this discrimination and oppose it, not encourage rival forms.