scholarly journals Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England

2019 ◽  
Vol 7 (1) ◽  
pp. 80-89 ◽  
Author(s):  
Nadia Siddiqui ◽  
Vikki Boliver ◽  
Stephen Gorard
Keyword(s):  
Higher Education ◽  
Missing Data ◽  
Administrative Data ◽  
Parental Education ◽  
Explanatory Power ◽  
Social Background ◽  
Socioeconomic Background ◽  
Access To Higher Education ◽  
Social Surveys ◽  
Sample Attrition

Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state and private schools in 2004, with follow up annually to age 19–20 and a further survey at age 25. The Next Steps data is a potentially rich resource for studying inequalities of access to higher education. It contains a wealth of information about pupils’ social background characteristics—including household income, parental education, parental social class, housing tenure and family composition—as well as longitudinal data on aspirations, choices and outcomes in relation to education. However, as with many longitudinal social surveys, Next Steps suffers from a substantial amount of missing data due to item non-response and sample attrition which may seriously compromise the reliability of research findings. Helpfully, Next Steps data has been linked with more robust administrative data from the National Pupil Database (NPD), which contains a more limited range of social background variables, but has comparatively little in the way of missing data due to item non-response or attrition. We analyse these linked datasets to assess the implications of missing data for the reliability of Next Steps. We show that item non-response in Next Steps biases the apparent socioeconomic composition of the Next Steps sample upwards, and that this bias is exacerbated by sample attrition since Next Steps participants from less advantaged social backgrounds are more likely to drop out of the study. Moreover, by the time it is possible to measure access to higher education, the socioeconomic background variables in Next Steps are shown to have very little explanatory power after controlling for the social background and educational attainment variables contained in the NPD. Given these findings, we argue that longitudinal social surveys with much missing data are only reliable sources of data on access to higher education if they can be linked effectively with more robust administrative data sources. This then raises the question—why not just use the more robust datasets?

scholarly journals Access to Higher Education in Canada

1984 ◽  
Vol 14 (3) ◽  
pp. 79-93
Author(s):  
Neil Guppy
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Socioeconomic Background ◽  
Language Group ◽  
Access To Higher Education ◽  
Educational Programmes ◽  
University Level ◽  
Nationally Representative ◽  
The University ◽  
Modest Reduction

This paper examines changes in access to higher education in Canada for individuals born in the first half of this century. The data show variations in attendance at, or graduation from, university or non-university postsecondary educational programmes by gender, language group, and socioeconomic background. The statistical analysis uses information from a large, nationally representative sample of Canadians. Results show a process of democratization at the postsecondary non- university level, but only a modest reduction in disparities at the university level.

Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education

2018 ◽  
Vol 91 (3) ◽  
pp. 224-241 ◽  
Author(s):  
Gordey Yastrebov ◽  
Yuliya Kosyakova ◽  
Dmitry Kurakin
Keyword(s):  
Higher Education ◽  
Social Inequality ◽  
High Stakes Testing ◽  
Social Background ◽  
Supporting Evidence ◽  
Access To Higher Education ◽  
Alternative Pathways ◽  
Academic Track ◽  
Heterogeneous Effects ◽  
Selection Mechanisms

In this article, we analyze how the existence of alternative pathways to higher education, which implies different selection mechanisms, shapes social inequality in educational attainment. We focus on the Russian educational system, in which higher education can be accessed from academic and vocational tracks, but the rules of admission to higher education from these tracks are different. Access through the academic track is highly selective due to obligatory high-stakes testing, which determines secondary-school graduates’ eligibility to pursue higher education. The vocational track is generally less selective with regard to student intake and provides less restrictive access to higher education. We argue that this system has nuanced implications for social inequality. On one hand, transitions from vocational education to higher education can promote greater social mobility by offering an affordable and low-risk gateway to higher education for children from less-advantaged families. On the other hand, more-advantaged families might use the vocational track to higher education if their children face a high risk of failure in the more selective academic track. We test this conjecture and provide supporting evidence using data from the longitudinal survey Trajectories in Education and Careers.

scholarly journals Stalinizm i rewolucja na uczelniach – odgórna demokratyzacja dostępu do edukacji wyższej 1947-1956 [Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956]

2019 ◽  
Author(s):  
Agata Zysiak
Keyword(s):  
Higher Education ◽  
School System ◽  
Social Background ◽  
The Other ◽  
University Education ◽  
Access To Higher Education ◽  
General Picture ◽  
The One ◽  
Admissions Process ◽  
Postwar Decade

Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956The first postwar decade in Poland saw a rebuilding of the whole country, including the school system and higher education. Higher education institutions were to mold a new intelligentsia, coming from a wider social background. Initial grassroots efforts to change the elite character of universities were eclipsed from 1947 by a reform introduced from above. On the one hand, the reform curtailed the autonomy of universities and increased censorship and political control; on the other hand, however, its aim was to make university education available on an unprecedented scale to people from the working and peasant classes. This article offers a survey of tools through which this “democratization” of access to higher education was implemented, such as a new admissions process, the induction year and preparatory courses. It also shows how these tools changed the students’ social backgrounds, albeit without permanently altering the general picture of higher education in Poland. Stalinizm i rewolucja na uczelniach – odgórna demokratyzacja dostępu do edukacji wyższej 1947–1956Pierwsza powojenna dekada to czas odbudowy całego kraju, w tym systemu edukacji, i reformy szkolnictwa wyższego. Uczelnie miały stać się miejscami budowy nowej inteligencji o egalitarnym pochodzeniu. Początkowo oddolne starania, by zmienić elitarny charakter uniwersytetów, od 1947 roku zostały zdominowane przez odgórną reformę edukacji. Z jednej strony oznaczała ona ograniczenie autonomii uczelni, zwiększenie cenzury i politycznej kontroli, z drugiej jednak miała na celu umożliwienie studiowania osobom z klasy robotniczej i chłopskiej na niespotykaną wcześniej skalę. Artykuł stanowi przegląd narzędzi „demokratyzacji” dostępu do szkolnictwa wyższego, takich jak nowy proces rekrutacji, rok wstępny i kursy przygotowawcze. Pokazuje także, jak zmieniły one społeczne pochodzenie studentów, a jednak nie zmieniły trwale oblicza szkolnictwa wyższego.

scholarly journals Accounting for unequal access to higher education: The role of social identity factors

2019 ◽  
Vol 22 (3) ◽  
pp. 371-389 ◽  
Author(s):  
Marlon Nieuwenhuis ◽  
Antony S. R. Manstead ◽  
Matthew J. Easterbrook
Keyword(s):  
Higher Education ◽  
Social Identity ◽  
Social Background ◽  
Disadvantaged Students ◽  
Access To Higher Education ◽  
Selective Universities ◽  
Relevant Role ◽  
Group Members ◽  
Fitting In

Western societies stress the potential for anyone, irrespective of social background, to improve their position within society. However, disadvantaged students face barriers in gaining a good education. Two studies in secondary schools show how perceptions of identity compatibility and anticipated fit influence students’ university choices. It was found that relatively disadvantaged students scored lower on identity compatibility, and that low scores on identity compatibility were associated with lower anticipated fit at a local selective (Study 1) or highly selective (Study 2) university. Anticipated fit, in turn, predicted the type of university to which participants wanted to apply; those who anticipated fitting in more at selective universities were more likely to apply to higher status universities. These relations were significant while controlling for academic achievement. Together, these studies suggest that social identity factors play a relevant role in explaining higher education choices among low-status group members.

scholarly journals EXPECTATIVAS ACADÉMICAS SEGUNDO O GÉNERO DOS ESTUDANTES PORTUGUESES DO PRIMEIRO ANO DO ENSINO SUPERIOR

2016 ◽  
Vol 2 (1) ◽  
pp. 325
Author(s):  
Alexandra R. Costa ◽  
Alexandra M. Araújo ◽  
Antonio M. Diniz ◽  
Leandro S. Almeida
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Parental Education ◽  
First Year ◽  
Academic Expectations ◽  
Access To Higher Education ◽  
Education Students ◽  
Social Sciences And Humanities ◽  
Wide Range ◽  
Education Academic

Abstract:Among the wide range of personal and contextual variables that may be associated with difficulties in students’ access to higher education (HE), academic expectations will be the focus of this study. Academic expectations represent what students hope to accomplish and achieve in their academic life. The sample was formed by 372 first-year Higher Education students, of both sexes, and with ages ranging from 17 to 57 years old. These students completed the Academic Perceptions Questionnaire (QPA), which assesses seven dimensions of academic expectations. Data analysis considers students´ gender, scientific domain of studies (social sciences and humanities, science and technology) and the levels of parental education (parents concluded or not HE studies). Results suggest more differentiation of academic expectations in function of students´ gender and parents´ educational level. This communication presents and discusses these results, and possible justifications and implications.Keywords: Higher Education, Academic Expectations, Gender, Adaptation to Higher EducationResumo:De entre o amplo conjunto de variáveis pessoais e contextuais que poderão estar associadas às dificuldades sentidas pelos estudantes ao ingressarem no ensino superior (ES), as expectativas académicas serão o foco deste estudo. As expectativas académicas representam aquilo que o estudante espera concretizar no decurso da sua vida académica. Este estudo considera uma amostra de 372 estudantes do primeiro ano do Ensino Superior, de ambos os géneros e com idades entre os 17 e os 57 anos. Estes estudantes preencheram o Questionário de Perceções Académicas (QPA), avaliando sete dimensões das expectativas académicas. Os resultados foram analisados considerando o género, a área científica (ciências sociais e humanas; ciências e tecnologias) e se algum dos pais concluiu o ES. As análises sugerem maior diferenciação do nível de expectativas em função do género dos estudantes e se os pais frequentaram ou não o ES. Nesta comunicação apresentam-se e discutem-se estes resultados, adiantando potenciais justificações e implicações.Palavras-chave: Ensino Superior, Expectativas académicas, Género, Adaptação ao Ensino Superior.

scholarly journals Russian Freshmen Future Profession Choice in the Conditions of Digitalization: New Challenges of Labour Markets

2021 ◽  
Author(s):  
Elena Grunt ◽  
Sabina Lissitsa ◽  
Ekaterina Lebedkina
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Young People ◽  
Social Background ◽  
Primary Data ◽  
Professional Activity ◽  
Access To Higher Education ◽  
Qualitative Approaches ◽  
New Challenges ◽  
The Prestige

The prestige and values of higher education are traditionally high in Russia and overseas countries. For several generations, there has been a youth orientation towards higher education. Higher education and diplomas are perceived by a person primarily as a means of social mobility. Profession sets a certain “social background” for people’s life. At the same time, however, over the past few decades the assessment of the prestige associated with certain professions and specialties has dramatically changed and the labor market has changed, too. The the desire for higher education among young people continues to grow in Russia. Today’s students, future specialists, face new challenges of the labor market: firstly, availability of desired and demanded professions acquisition on the labor market; secondly, disappearance of old and the emergence of new professions; thirdly, digitalization of the labor market; fourthly, the formation of specialist competencies that are in demand both on the local and global labor markets. The major research objectives were to study the issues of students’ profession choice and their opinion on the demanded / non-demanded professions on modern labor market. The research methodology combines both quantitative and qualitative approaches. The primary data was collected using questionnaires and indepth-interviews. 250 freshmen of the Ural Federal University and 250 freshmen of Saint-Petersburg State University were questioned on the basis of quota sampling. In depth-interviews (15) were organized for the educators engaged in the system of higher education. The study has revealed the issue of inequality in access to higher education as well as of inequality in access to getting prestigious and demanded professions on labor market.The majority of the respondents look for occupation suited to abilities and to their own interests. For young people the main thing is that the profession should not only make profit, but also a career progress and give new professional knowledge. The research has fixed that the majority of the students believe that they have made the right choice of specialty and they are well aware of how their future professional activity will be. About 30.0% of young people do not often choose those professions that they would like to be trained at the university, but those that are possible due to their “accessibility”. The students’ professional choice does not correspond to their ideas about their future profession and their psychological characteristics. Keywords: Higher education, students, freshmen, Russia, labor market, future profession choice, digitalization

scholarly journals Science High School Students' Socioeconomic Background and Their Preferences Regarding Their Transition into Higher Education

2021 ◽  
Vol 10 (3) ◽  
pp. 356-370 ◽  
Author(s):  
Hayri Eren Suna ◽  
Bekir S. Gür ◽  
Selahattin Gelbal ◽  
Mahmut Özer
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Remedial Education ◽  
Socioeconomic Background ◽  
Distinct Advantage ◽  
Access To Higher Education ◽  
Education Programs ◽  
Science High School

The aim of this study is to determine the socioeconomic background of students at science high schools and to examine their preferences and placements into higher education programs on a yearly basis. The data regarding the socioeconomic background and placement into higher education programs of 103,635 students who graduated from science high schools between 2011 and 2019 were analyzed. The results show that there has been a partial decrease in the science high school graduates' placement into higher education programs in recent years. This finding seems to be related to the higher education quotas, rather than a dramatic change in the performance of graduates. Nevertheless, the total number of graduates placed into medicine and engineering programs continued to increase between 2011 and 2019. The results also show that placement ratios of graduates to their first, first five, and first ten preferences have decreased remarkably in recent years. The findings indicate that the imbalance of supply-demand in higher education adversely influences the graduates of science high schools, who are among the highest performing-students. The authors suggest a reevaluation of the current higher education quotas to allow an increased access to higher education. Further, our findings show that graduates have a distinct advantage in terms of their parental income and level of education. The authors suggest strengthening remedial education to minimize achievement differences in primary education and to improve the equality of opportunity in secondary education.

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