Socioeconomic inequality in access to high-status colleges: A cross-country comparison

Jerrim, John; Chmielewski, Anna K.; Parker, Philip D.

doi:10.1016/j.rssm.2015.06.003

Cited by 77 publications

(59 citation statements)

References 34 publications

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“…For example, Jerrim, Chmielewski, and Parker (2015) demonstrated that high-achieving children from disadvantaged backgrounds were less likely to enter high-status colleges or universities than their more advantaged peers in Australia, the US, and England. Gibbons and Vignoles (2012) also found that English students from low-income backgrounds were less likely to attend high-status universities than their equally qualified peers from advantaged backgrounds.…”

Section: The Determinants Of Participation Into Higher Educationmentioning

confidence: 99%

The effect of schools on school leavers’ university participation

Taylor

Wright

Davies

et al. 2018

School Effectiveness and School Improvement

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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

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Section: The Determinants Of Participation Into Higher Educationmentioning

confidence: 99%

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

“…Some have stressed the role of prior educational attainment (Gerber and Cheung 2008;Jerrim et al 2015), while others have pointed out a complex interplay of individual, family and contextual factors, such as level of aspirations, confidence, knowledge of the education system and the socioeconomic context of schools or neighbourhoods (Lareau 2011;Massey et al 2003;Reay et al 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA

Duta

Iannelli

2017

High Educ

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This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA.

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“…Furthermore, private schools frequently admit students based on academic achievement, and academic achievement is associated with social origin (Jenkins, Micklewright, & Schnepf, 2008;Tavan, 2004). In this regard, private schools contribute to social segregation by attracting children who perform well at school (Hsieh & Urquiola, 2006) and children who come from higher social strata (Jerrim, Chmielewski, & Parker, 2015;Lankford & Wyckoff, 2001). Cross-national comparative studies support the hypothesis that social segregation in education systems increases as the proportion of private schools at national levels increases (Alegre & Ferrer, 2010;Le Donné, 2014).…”

Section: Private Schoolingmentioning

confidence: 99%

Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?

Burger

2016

Research in Social Stratification and Mobility

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Research has examined how education systems affect student achievement. Much of this research has compared comprehensive systems of schooling with tracked (selective) systems with regard to the degree to which they influence social class gradients in educational achievement. This study looks at comprehensive schooling in a broader way. Using standardised cross-national data for 31 European countries, it examines whether the comprehensiveness of education systems -in terms of pre-primary education, public/private sectors, educational tracking, and annual instruction time -contributes to explain the transmission of educational advantage from parents to children. Results suggest that the effect of parental education on a child's educational achievement is stronger in highly tracked education systems and in systems with a shorter annual instruction time. However, the social composition of a school's student population also affects the intergenerational transmission of education, and it interacts with the annual instruction time, such that the effect of school social composition on a child's achievement is stronger in education systems with a longer instruction time. This challenges the theory that by extending the school year policymakers could minimise social inequality in education (a theory that would be confirmed if we looked only at micro-level data). The findings inform debates about the influence of education policies on social stratification and mobility in Europe.

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Socioeconomic inequality in access to high-status colleges: A cross-country comparison

Cited by 77 publications

References 34 publications

The effect of schools on school leavers’ university participation

The effect of schools on school leavers’ university participation

Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA

Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?

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