This paper maps the main dimensions of differentiation among institutions and 'faculties' (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of students. This dimension is very stable over time and across England, Wales and Scotland. It is robust in the face of alternative specifications. The paper argues that this institutional hierarchy is deeply embedded in wider social structures and reflects the social reproduction role of higher education. Other, somewhat less stable dimensions, are associated with students' ethnic background and domicile.
This paper asks whether the institutional hierarchies defined by 'golden triangle ', other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996-2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight 'upgrading' of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.
This article analyses differences in participation in the formal curriculum by social class, gender and measured ability. It uses data on trends from a national survey to examine questions of (in)equality, including the relations between different dimensions of inequality. It shows the effects of the Sex Discrimination Act 1975 and the introduction of a common core curriculum after 1983. It shows differences between comprehensive and independent schools in levels of participation in each mode of the formal curriculum.
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