Fair access, achievement and geography: explaining the association between social class and students’ choice of university

Mangan, Jean; Hughes, Amanda; Davies, Peter; Slack, Kim

doi:10.1080/03075070903131610

Cited by 78 publications

(86 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They were also able to show that students from low-income households were more likely to attend universities nearer their homes, suggesting that their choices can be more limited. This corroborates previous research by Mangen, Hughes, Davies, and Slack (2010), who suggested that "[students'] postcodes affect the likelihood of attending a high-ranking university as a consequence of the uneven geographical distributions of such institutions" (p. 347).…”

Section: The Determinants Of Participation Into Higher Educationsupporting

confidence: 81%

The effect of schools on school leavers’ university participation

Taylor

Wright

Davies

et al. 2018

School Effectiveness and School Improvement

View full text Add to dashboard Cite

This paper considers the role that schools have in determining whether school leavers participate in higher education or not. It examines the association between schools and university participation using a unique dataset of 3 cohorts of all young people leaving maintained schools in Wales. School "effects" are identified, even after controlling for individual-level factors, such as their prior attainment, socioeconomic circumstances, ethnicity, and special educational needs. Schools appear to have a particular "effect" on the likelihood that a young person enters an elite university. However, the findings suggest the concept of a school "effect" on higher education participation is not straightforward -schools appear to have different levels of effectiveness depending on the gender of the young people and the nature of their higher education participation. These findings are considered within the policy contexts of school effectiveness and widening access to higher education. ARTICLE HISTORY

show abstract

Section: The Determinants Of Participation Into Higher Educationsupporting

confidence: 81%

The effect of schools on school leavers’ university participation

Taylor

Wright

Davies

et al. 2018

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…However, on the other hand, recent research suggests that many students from these previously under-represented groups are less likely to study the most prestigious subjects at the elite universities (e.g. Furlong and Cartmel 2009, Mangan et al, 2010, Guardian 2011. This horizontal stratification of Higher Education can be seen in the data for the institution considered here.…”

Section: Discussionmentioning

confidence: 99%

“…Even though Higher Education has been transformed over this period from an 'elite to a mass experience', the experience of students from less financially well-off families is 'impoverished' in comparison to those from more affluent groups (Furlong and Cartmel 2009:121). While going to university has now become part of the 'normal taken for granted experience of the middle classes' (Furlong and Cartmel 2009:145, see also Blanden andMachin 2004 andMangan et al 2010), it is still the case that fewer than one in five young people from the most disadvantaged geographical areas enter HE compared to more than one in two for the most advantaged areas (HEFCE 2011).…”

Section: The Move To Mass Higher Education In the Ukmentioning

confidence: 99%

Can higher education compensate for society? Modelling the determinants of academic success at university

Smith

2015

British Journal of Sociology of Education

View full text Add to dashboard Cite

This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of 'traditional' entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflect patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish -notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission; it is entry grades rather than social characteristics that may most strongly influence eventual academic success.2

show abstract

“…Much has been written in Great Britain -as elsewhere -about students' trajectories in the transition from school to university and the relationship between examination performances at both types of institution (see, for example, Smith and Naylor, 2005;Gibbons and Vignoles, 2012;Boliver, 2013;Mangan et al, 2013;Manley and Johnston, 2014). In the UK students compete to gain admission to what are generally regarded as the country's more prestigious universities -which in turn compete to get the 'best students'.…”

Section: Introductionmentioning

confidence: 99%

British educational trajectories from school to university: evaluating quantitative evidence in policy formulation and justification

Manley

Johnston

Jones

et al. 2017

Policy &Amp; Politics

View full text Add to dashboard Cite

General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms 1 British educational trajectories: school and degree performance and the potential implications of changing the post-16 school examination systemBritish university admissions officers have used applicants' results at two sets of public examinations (normally taken at age 16 and 17 respectively) to assess their suitability as candidates for degree courses. In 2013 the UK government abolished the second set, arguing -with data -that this would not hamper the admissions procedure. Using the same data, analyses employing a novel procedure falsify the government's arguments: many well-qualified students for courses in the country's leading universities may not be offered places there in the absence of data on their academic progress during their two years of post-secondary education.key words university admissions * school examination performance * university degree performance * contingency tables

show abstract

Fair access, achievement and geography: explaining the association between social class and students’ choice of university

Cited by 78 publications

References 13 publications

The effect of schools on school leavers’ university participation

The effect of schools on school leavers’ university participation

Can higher education compensate for society? Modelling the determinants of academic success at university

British educational trajectories from school to university: evaluating quantitative evidence in policy formulation and justification

Contact Info

Product

Resources

About