Socioeconomic inequality in access to high-status colleges: A cross-country comparison
Socioeconomic inequality in access to high-status colleges: A cross-country comparison
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DOI：
10.1016/j.rssm.2015.06.003
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发表时间：
2015-12-01
影响因子：
5
通讯作者：
Parker, Phil
中科院分区：
文献类型：
--
作者：
Jerrim, John;Chmielewski, Anna K.;Parker, Phil
本文研究了三个发达国家（澳大利亚、英国和美国）家庭背景、高中学业成绩和进入高等教育机构之间的关系。我们首先估计家庭背景和进入高地位大学之间的无条件联系，然后再研究一旦高中学业成绩受到控制，这种关系是如何变化的。我们的研究结果表明，成绩优异的弱势儿童比条件较好的同龄人进入地位较高的大学的可能性要小得多，而且这种社会经济梯度的程度在这三个国家大致相似。然而，我们也发现，在进入高地位的美国私立大学方面，社会经济不平等比进入公立大学要明显得多（无论是在美国国内还是与海外相比）。(C) 2015年作者。Elsevier Ltd.出版。这是一篇基于CC BY许可（http://creativecommons.org/licenses/by/4.0/）的开放获取文章。
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). (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).