Socioeconomic inequality in access to “high-status” colleges : a cross-country comparison of primary and secondary effects
By John Jerrim, P. Parker, A. Chmielewski. 2015
110 citations recorded by the source corpus.
This paper considers the relationship between family background, academic achievement in high school and access to high-status postsecondary institutions in three developed countries (Australia, England and the United States). We begin by estimating the unconditional association between family background and access to a high status university, before examining how this relationship changes once academic achievement in high school is controlled. Our results suggest that high achieving disadvantaged children are much less likely to enter a high-status college than their more advantaged peers, and that the magnitude of this socio-economic gradient is broadly similar across these three countries. However, we also find that socio-economic inequality in access to high-status private US colleges is much more pronounced than access to their public sector counterparts (both within the US and when compared overseas).
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/371150d608914349742427669d18377fea16b862
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In Education
In Sociology and Political Science
Citations in the corpus
- Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “Indeed, even among students who do achieve the grades necessary to attend elite institutions, those from disadvantaged backgrounds are more likely to opt to attend less selective universities or to drop out of education entirely (Campbell et al., 2019; Jerrim et al., 2015).”