scholarly journals The social class gap in bachelor’s and master’s completion: university dropout in times of educational expansion

2021 ◽  
Author(s):  
Jens-Peter Thomsen
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Bachelor's Degree ◽  
Disadvantaged Students ◽  
Educational Expansion ◽  
Master's Level ◽  
Percentage Points ◽  
The Social ◽  
Upper Secondary ◽  
University Dropout

While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.

PREPARATION OF APPLICANTS OF THE SECOND (MASTER) LEVEL OF HIGHER EDUCATION FOR THE APPLICATION OF ADVERTISING AND INFORMATION TECHNOLOGIES

2020 ◽  
Vol 11 (4) ◽  
pp. 49-57
Author(s):  
Vytrykhovska O. P. ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Master's Level ◽  
Professional Activities ◽  
Social Sphere ◽  
The Social ◽  
Master Level

The article reveals the peculiarities of training applicants for higher education of the second (master's) level of higher education in the use of advertising and information technologies in future professional activities. Tasks, types and technologies of advertising and information activities in the social sphere are outlined.

SOCIO-PSYCHOLOGICAL PROBLEMS OF TRAINING THE HEAD OF A SOCIAL SERVICE ORGANIZATION AT A UNIVERSITY (MASTER'S LEVEL)

2020 ◽  
Author(s):  
Мария Валерьевна Созинова
Keyword(s):  
Higher Education ◽  
Social Service ◽  
Professional Training ◽  
Psychological Problems ◽  
Service Organization ◽  
Master's Level ◽  
Social Service Organization ◽  
The Social ◽  
The University

В статье автором раскрывается необходимость подготовки руководителя организации социального обслуживания в вузе на уровне магистратуры. Выделяются особенности подготовки руководителя организации социального обслуживания в высшей школе, а также дана характеристика социально-психологических проблем их профессиональной подготовки. In the article, the author reveals the need to train the head of the social service organization at the University at the master's level. The article highlights the features of training the head of a social service organization in higher education, as well as the characteristics of socio-psychological problems of their professional training.

scholarly journals The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

2021 ◽  
Vol 10 (1) ◽  
pp. 82
Author(s):  
Manuel Tomás Valdés
Keyword(s):  
Tertiary Education ◽  
Compulsory Education ◽  
Educational Expectations ◽  
Disadvantaged Students ◽  
Socioeconomically Disadvantaged ◽  
Student Body ◽  
Upper Secondary Education ◽  
Academic Track ◽  
The Social ◽  
Upper Secondary

This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018

An Emotive Operation of Neoliberalism in Higher Education: Seeking a Second Chance in Hong Kong

2020 ◽  
pp. 009155212096487
Author(s):  
Yi-Lee Wong
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Hong Kong ◽  
Community College Students ◽  
Associate Degree ◽  
Bachelor's Degree ◽  
Educational Expansion ◽  
Policy Makers ◽  
Second Chance

Objective: Educational expansion as a policy is believed to address the issue of the youth’s blocked social mobility. But, the argument that the transition to university is emotionally straining in a deindustrialized neoliberal context suggests an emotive aspect of neoliberalism in higher education. This article seeks to offer an illustration of such an emotive operation of neoliberalism through examining the emotional struggles of community-college students in Hong Kong. Method: This study draws on two qualitative analyses based on data collected from 83 community-college students in Hong Kong pursuing a bachelor’s degree through a newly available transfer function of an associate degree. Results: Given an emphasis of neoliberalism on individualism and competition, the respondents showed the following negative emotions: perverse feelings of inferiority about the new option, stress about the competitiveness of this pursuit and strategic/calculating in organizing their learning and dealing with their classmates, and anxiety of being seen as inadequate despite their successful transferals. Contributions: The emotional struggles of the respondents suggest that in view of a lack of well-paid prestigious professional or managerial jobs in a deindustrialized capitalist context, educational expansion as a policy—expanding the sector of community college in particular—wrapped up in a neoliberal discourse is not merely giving the youth a false hope but inflicting on them unnecessarily strained emotions. This suggestion urges policy makers to rethink the effectiveness of adopting an educational policy with a neoliberal approach to address an economic issue.

scholarly journals Educational Expansion and Social Mobility: The Scottish Case

2011 ◽  
Vol 10 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Cristina Iannelli
Keyword(s):  
Social Class ◽  
Educational Attainment ◽  
Social Mobility ◽  
Social Inequalities ◽  
Educational Policies ◽  
Educational Expansion ◽  
Class Differences ◽  
Life Chances ◽  
The Social

For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the second half of the twentieth century, despite the increase in overall levels of attainment, class differences in educational attainment persisted. Educational policies in Scotland supported educational expansion which allowed larger numbers of working-class children to climb the social class ladder than in the past. However, these did not translate into any break with the patterns of social inequalities in the chances of entering the top-level occupations. The conclusions highlight that educational policies on their own are not powerful enough to change patterns of social mobility which are mainly driven by labour market and social class structures.

scholarly journals Expectativas y percepciones de padres de familia y docentes sobre las funciones sociales y educativas de la educación media

2017 ◽  
Author(s):  
Eddier Martínez-Álvarez ◽  
Jorge Celis
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Focus Groups ◽  
Educación Superior ◽  
Educacion Superior ◽  
Upper Secondary Education ◽  
The Social ◽  
Upper Secondary

ResumenEste documento presenta los resultados de analizar las expectativas y percepciones que padres defamilia y docentes tienen sobre las funciones sociales y educativas de la educación media. Paratal fin, se conformaron 32 grupos focales en los departamentos de Sucre y Antioquia en el 2015.Padres de familia y docentes mencionan que la educación media debe preparar a los estudiantespara ingresar al mercado de trabajo, aunque también afirman que los debe formar para el ingresoa la educación superior. De ahí la importancia de que exista un balance entre las competenciasgenerales y las laborales. Cuestionan también la duración de dos años de la educación media.Consideran que la duración debería ser de tres años, pues dos años no son suficientes para que losestudiantes puedan tomar decisiones sobre su vida adulta. Algunos participantes en los gruposfocales abogan por que la educación media esté más articulada con la educación superior mediantecursos que puedan ser ofrecidos por instituciones de educación superior y, posteriormente,reconocidos como parte del programa que cursen los estudiantes una vez ingresen a la educaciónsuperior.AbstractThis paper shows the results derived from the analysis done over parents’ and teachers’expectations and perceptions on the social and educative functions of upper-secondary education.To this end, 32 focus groups were done in Sucre and Antioquia Departments in 2015. Parents andteachers say that upper-secondary education has the function of preparing students for the labormarket, albeit it provides students with skills to access higher education. Consequentially, it isimportant that there exists a balance between generic and labor-oriented market skills. Parentsand teachers consider that the length of upper-secondary education should be three years, sincetwo years are not enough in order students to make decisions over their life as adults. Someparticipants in the focus groups mention that upper-secondary education should be morearticulated with higher education by means of courses offered by higher education institutions.These courses could be recognized as part of bachelor program when students finally accesshigher education.

scholarly journals Drawing on students’ funds of knowledge

2018 ◽  
Vol 12 (2) ◽  
pp. 44 ◽  
Author(s):  
Amanda L. Folk
Keyword(s):  
Higher Education ◽  
Achievement Gap ◽  
Social Class ◽  
Funds Of Knowledge ◽  
Underrepresented Students ◽  
The United States ◽  
First Generation College Students ◽  
Access To Higher Education ◽  
Conceptual Approach ◽  
The Social

Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.

scholarly journals The social context of nearest neighbors shapes educational attainment regardless of class origin

2020 ◽  
Vol 117 (26) ◽  
pp. 14918-14925
Author(s):  
Finn Hedefalk ◽  
Martin Dribe
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Educational Attainment ◽  
Growing Up ◽  
Neighborhood Conditions ◽  
High Class ◽  
The Social ◽  
Class Origin ◽  
University Degree

We study the association between sociospatial neighborhood conditions throughout childhood and educational attainment in adulthood. Using unique longitudinal microdata for a medium-sized Swedish town, we geocode its population at the address level, 1939 to 1967, and link individuals to national registers, 1968 to 2015. Thus, we adopt a long-term perspective on the importance of nearby neighbors during a period when higher education expanded. Applying a method for estimating individual neighborhoods at the address level, we analyze the association between the geographically weighted social class of the nearest 6 to 100 childhood neighbors (ages 2 to 17), and the likelihood of obtaining a university degree by age 40, controlling for both family social class and school districts. We show that even when growing up in a town with relatively low economic inequality, the social class of the nearest same-age neighbors in childhood was associated with educational attainment, and that the associations were similar regardless of class origin. Growing up in low-class neighborhoods lowered educational attainment; growing up in high-class neighborhoods increased attainment. Social class and neighborhoods reinforced each other, implying that high-class children clustered with each other had much higher odds of obtaining a university degree than low-class children from low-class neighborhoods. Thus, even if all groups benefited from the great expansion of free higher education in Sweden (1960s to 1970s), the large inequalities between the classes and neighborhoods remained unchanged throughout the period. These findings show the importance of an advantageous background, both regarding the immediate family and the networks of nearby people of the same age.

scholarly journals Hvem læser på velfærdsprofessionsuddannelserne? – ændringer i rekrutteringsmønstre de sidste 25 år

2013 ◽  
Vol 24 (3) ◽  
pp. 11-35 ◽  
Author(s):  
Jens Peter Thomsen ◽  
Siri Dencker ◽  
Thomas Mørch Pedersen
Keyword(s):  
Higher Education ◽  
Key Words ◽  
Regression Models ◽  
University Education ◽  
Educational Expansion ◽  
Access To Higher Education ◽  
Social Origin ◽  
The Past ◽  
The Social ◽  
Welfare Professional

Denne artikel beskæftiger sig med den generelle udvikling i den sociale rekruttering til de videregående uddannelser i Danmark de sidste 30 år og sætter særlig fokus på, hvilke sociale grupper velfærdsprofessionerne rekrutterer fra, sammenlignet med øvrige videregående uddannelser. Velfærdsprofessionerne er interessante, fordi de indtager en central rolle i forhold til at opretholde vitale funktioner i velfærdssamfundet. De seneste år har været præget af en debat om, hvorvidt disse semiprofessioner har oplevet et relativt statustab set i forhold til de øvrige videregående uddannelser. Vi undersøger ændringer i adgangen til velfærdsprofessionsuddannelserne og de øvrige videregående uddannelser gennem en række statistiske modeller på baggrund af registerdata fra perioden 1989-2011. Vi finder, at den sociale ulighed, eller sociale selektivitet, i adgangen til videregående uddannelser generelt er mindsket over årene, men primært i de perioder hvor uddannelserne ekspanderer. Vi finder videre, at den sociale selektivitet i udgangspunktet er ganske forskellig afhængig af, om vi betragter de selektive lange videregående uddannelser eller de mindre selektive velfærdsprofessionsuddannelser (hvor pædagoguddannelsen er den mindst selektive af de fire behandlede velfærdsprofessionsuddannelser). ENGELSK ABSTRACT: Jens Peter Thomsen, Siri Dencker and Thomas Mørch Pedersen: Changes in Access to Higher Education and Welfare Professional Educations in Denmark 1989-2011 In this paper we examine the social backgrounds of the individuals enrolled in welfare professional educations in Denmark. We ask if there have been significant changes in enrollments in these educations relative to other higher educations during the past 30 years? Can we find evidence of a purported status loss of these professional educations relative to other professions? This paper addresses these questions by applying various regression models using Danish register data from 1989 to 2011. It is shown that: 1. Social inequality in access to higher education has been on the decline during 1989-2011, but only in times of educational expansion. 2. Social selectivity in access to welfare professional educations differs, all of these educations being significantly less selective than university education. Key words: Inequality in access to higher education by social origin, educational expansion, higher education programmes, access to welfare professional programmes.

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