Broadening recruitment to higher education through the admission system: gender and class perspectives

Berggren, Caroline

doi:10.1080/03075070601099499

Cited by 26 publications

(17 citation statements)

References 17 publications

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“…Long‐standing structural inequalities in the UK labour market remain evident despite nearly 40 years of government sponsored initiatives (Beck et al ., ). More recent studies on gender issues in HE have however focused on accessing HE (Berggren, ; Lorz et al ., ) and HE services (Grebennikov & Skaines, ), career development outcomes (Berggren, ) and the continued under‐representation of women in certain disciplines (Blattel‐Mink, ). Moreover, the gender differences in academic performance among undergraduates continue to be examined (Melton & Serap, ; Khwaileh & Zaza, ; Ngozi, ; Somert & Fox, ).…”

Section: Introductionmentioning

confidence: 99%

Employability and students’ part‐time work in the UK: does self‐efficacy and career aspiration matter?

Gbadamosi

Evans

Richardson

et al. 2015

British Educational Res J

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Section: Introductionmentioning

confidence: 99%

Employability and students’ part‐time work in the UK: does self‐efficacy and career aspiration matter?

Gbadamosi

Evans

Richardson

et al. 2015

British Educational Res J

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“…Ou ainda ressaltar aspectos que poderiam inviabilizar a participação, como foi evidenciado nas entrevistas, por exemplo através de questões como a dedicação em tempo integral e a capacidade financeira de custear os estudos sem trabalhar. Berggren (2007) discorre que tentativas para aumentar a diversidade da população estudantil via alterações ao sistema de admissão não atingiram os objetivos declarados e, em parte, eles têm sido contraproducentes. Outros estudos anteriores indicam que mudanças no sistema de acesso não foram bem-sucedidas (ERIKSON; JONS-SON, 1993; AYALON; SHAVIT, 2004), acabando por favorecer o acesso a determinados grupos favorecidos economicamente, ou a determinado gênero ou percurso formativo tradicional.…”

Section: Considerações Finaisunclassified

Os candidatos adultos não tradicionais – “maiores de 23” – e a equidade de acesso à educação superior em Portugal

Tonin

Amorim

Menezes

2016

Revista Brasileira de Ensino Superior

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ResumoO artigo apresenta registros sobre o acesso de estudantes adultos não tradicionais (EANT) ao ensino superior e analisa os mecanismos de avaliação desses estudantes no contexto da abertura do ensino superior aos "maiores de 23" anos, via Decreto-Lei nº 64, de 2006, em Portugal. Evidencia como os/as candidatos/as adultos/as são avaliados/as no âmbito do concurso especial, que compreende análise do currículo acadêmico/profissional, prova de conhecimentos gerais/específicos e entrevista. O estudo de caso desenvolvido centra-se no registro das entrevistas de 35 candidatas/os adultos/as em seis diferentes júris de nove cursos nas faculdades de uma prestigiada Universidade portuguesa, a fim de verificar quais são os enfoques dos júris nas entrevistas do concurso dos "maiores de 23". Por fim, questionamse as formas diferenciadas de organização dos concursos e em que medida possibilitam ou favorecem a equidade de acesso dos/as estudantes adultos à educação superior em Portugal. Palavras-chave: Acesso à educação superior. Equidade em educação. Educação de adultos. Estudantes adultos não tradicionais.

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“…when the demands of admission officers are vague or unclear, the importance of the applicants' cultural knowledge increases) (see also Zimdars, 2010). Moreover, a Swedish study (Berggreen, 2007) finds that the alternative entry route to Swedish higher education, using scholastic assessment tests instead of the standard high school GPA, is class-biased in that it is used primarily by male students from the upper middle class.…”

Section: Point Of Departure: Existing Research and Theoretical Perspementioning

confidence: 99%

Test-Based Admission to Selective Universities: A Lever for First-Generation Students or a Safety Net for the Professional Classes?

Thomsen

2016

Sociology

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This article examines whether the existence of a secondary higher education admission system honouring more qualitative and extra-curricular merits has reduced the social class gap in access to highly sought-after university programmes in Denmark. I use administrative data to examine differences in the social gradient in the primary admission system, admitting students on the basis of their high school grade point average, and in the secondary admission system, admitting university students based on more qualitative assessments. I find that the secondary higher education admission system does not favour first-generation students; further, the system serves as an access route for low-achieving children from the privileged professional classes. Drawing mainly on theories in the social closure tradition, I argue that children with highly educated parents will be favoured when qualitative merits are honoured, and that professional-class families will be especially vigilant in pursuing educational pathways that will secure the reproduction of their class.

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Broadening recruitment to higher education through the admission system: gender and class perspectives

Cited by 26 publications

References 17 publications

Employability and students’ part‐time work in the UK: does self‐efficacy and career aspiration matter?

Employability and students’ part‐time work in the UK: does self‐efficacy and career aspiration matter?

Os candidatos adultos não tradicionais – “maiores de 23” – e a equidade de acesso à educação superior em Portugal

Test-Based Admission to Selective Universities: A Lever for First-Generation Students or a Safety Net for the Professional Classes?

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