Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse?
Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse?
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比较英国和美国高中生对高等教育借款的态度：谁最不愿意贷款？
DOI：
10.1111/ejed.12499
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发表时间：
2022
影响因子：
2.4
通讯作者：
Boatman A
中科院分区：
文献类型：
--
作者：
Boatman A
学生借贷是一个主要的高等教育公共政策问题，英国和美国的学生越来越依赖贷款来资助中学后教育。我们的论文研究了未来的高等教育学生对债务的态度在英国和美国。它利用了一个独特的数据集，使我们能够比较学生对同一时期在两国进行的类似调查的反应。我们的研究是第一次探讨两国学生的借贷态度如何不同。这证实了两国未来的高等教育学生普遍厌恶贷款。但是美国的学生比英国的同龄人更厌恶债务。这些厌恶债务的态度也预示着追求高等教育的意愿较低，可能会加剧现有的机会不平等。我们认为这些态度借款可能是由每个国家的独特的学生贷款制度。我们的结论是，贷款的设计很重要。与北美的抵押贷款还款方式相比，英格兰的收入随需应变贷款还款方式降低了借贷风险，减少了贷款厌恶对参与决策的影响，而在英格兰，借贷更为常见，系统也不那么复杂。因此，其他考虑引入学生贷款或改革其规定的国家可以吸取教训。我们有助于现存的文献的决定因素，社会经济差异，高等教育的参与和学生债务厌恶被忽视的作用。
Student borrowing is a major higher education public policy issue, with students in both England and the United States increasingly relying on loans to finance postsecondary education. Our paper examines prospective higher education students' attitudes towards debt in England and the United States. It exploits a unique dataset which allows us to compare students' responses to similar surveys conducted in both countries during the same time period. Our study is the first of its kind to explore how students' borrowing attitudes differ across the two countries. It confirms widespread loan aversion among prospective higher education students in both countries. But students in the United States are more debt averse than their peers in England. These debt averse attitudes also predict lower intentions to pursue higher education, potentially exacerbating existing inequalities in access. We consider how these attitudes to borrowing are likely shaped by each country's distinctive student loan system. We conclude that the design of loans matters. England's income‐contingent loan repayments, in contrast to North America's mortgage style repayments, make borrowing less risky and reduce the impact of loan aversion on participation decisions, while borrowing is more common, and the system less complicated, in England. Thus, there are lessons for other countries considering introducing student loans or reforming their provision. We contribute to the extant literature on the determinants of, and socioeconomic differences in, higher education participation and the overlooked role of student debt aversion.
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