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INEQUALITY IN HIGHER EDUCATION OUTCOMES IN THE UK: SUBJECTIVE EXPECTATIONS, PREFERENCES, AND ACCESS TO INFORMATION

英国高等教育成果的不平等：主观期望、偏好和信息获取

基本信息

批准号：
ES/M008622/1
负责人：
Emilia Del Bono
金额：
$ 99.96万
依托单位：
University of Essex
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FM008622%2F1
关键词：
INEQUALITY HIGHER EDUCATION OUTCOMES UK

项目摘要

Higher education is a priority in UK government policy, but access to university is still unequal, with well-off families being strongly over-represented among university students. Moreover, among university students, inequalities continue to emerge with differences in dropout rates, degree class and labour market outcomes by socio-economic status. Any policy aimed at reducing inequality in university outcomes can only be successful if the underlying mechanisms are clearly understood. This proposal aims to understand how differences by socio-economic status in perceptions about own academic ability, beliefs about the factors to success at university, willingness to take risk and invest in the future, access to information and job search strategy contribute to inequality in university attainment and labour market outcomes of university graduates in the UK.We first propose to use linked administrative data to provide a comprehensive description of the association between parental socio-economic status and dropout rates, degree class, employment, earnings, and participation in post-graduate education in the UK over the last decade. We then propose to explore specific mechanisms for the emergence of these inequalities and evaluate interventions that could reduce them. Earlier literature points to several factors which may undermine disadvantaged students' success at university. Students from disadvantaged groups tend to be more present-biased and less likely to plan ahead and invest in the future; they tend to have less information about their own academic ability and other relevant aspects of university outcomes; and they tend to have social networks containing more people in unemployment or on benefits. By conducting a new field experiment on a cohort of university students, we aim to assess whether interventions aimed at providing new information about the relationship between university outcomes and labour market outcomes, and at changing students' time perspective (i.e. the tendency to live in the past or only for the moment), modify students' beliefs, preferences, working habits, job search strategy and ultimately impact their academic and labour market outcomes. Using secondary data analysis, we will also explore whether early performance in university exams affects dropout and degree class differently by socio-economic characteristics, and examine whether socio-economic differences in access to social networks and local labour markets are partly responsible for inequality in employment and earnings. This proposal is highly innovative on several dimensions. It employs a variety of methods, such as randomised experiments, specifically intended to uncover causal relationships. It analyses several different datasets, including linked administrative records, a new field study involving panel surveys, and qualitative interviews. It adopts a multidisciplinary approach, combining models of decision making from economics and psychology and collecting measures of expectations, preferences, and other important individual traits. Most importantly, it focuses on the mechanisms through which, and the levels at which, inequalities in university attainment and labour market outcomes occurs and evaluate specific interventions: it therefore is ideally placed to provide concrete policy recommendation.

高等教育是英国政府政策的优先事项，但上大学的机会仍然不平等，富裕家庭在大学生中的比例大大超过了这一比例。此外，在大学生中，不平等现象继续出现，辍学率、学位等级和劳动力市场结果因社会经济地位不同而存在差异。任何旨在减少大学成绩不平等的政策，只有在清楚了解基本机制的情况下才能取得成功。这项建议旨在了解不同的社会经济地位对自身学术能力的认知、对大学成功因素的信念、冒险和对未来投资的意愿、获取信息的机会和求职策略的差异如何导致英国大学毕业生在大学学历和劳动力市场结果方面的不平等。我们首先建议使用关联的行政数据来全面描述过去十年英国父母的社会经济地位与辍学率、学位级别、就业、收入和研究生教育参与率之间的关系。然后，我们建议探索这些不平等现象出现的具体机制，并评估可以减少这些不平等现象的干预措施。早些时候的文献指出，有几个因素可能会破坏贫困学生在大学的成功。来自弱势群体的学生往往更偏向于当下，不太可能提前计划和投资未来；他们往往更少了解自己的学术能力和大学成绩的其他相关方面；他们的社交网络往往包含更多失业或领取救济金的人。通过对一群大学生进行一项新的实地实验，我们旨在评估旨在提供关于大学结果和劳动力市场结果之间关系的新信息的干预措施，以及旨在改变学生的时间观念(即生活在过去或仅停留在当下的倾向)的干预措施，是否会改变学生的信念、偏好、工作习惯、求职策略，并最终影响他们的学业和劳动力市场结果。利用次级数据分析，我们还将探索大学考试早期表现是否会因社会经济特征而对辍学和学位等级产生不同的影响，并检查在获得社会网络和当地劳动力市场方面的社会经济差异是否对就业和收入不平等负有部分责任。这项提议在几个方面具有很高的创新性。它采用了多种方法，例如随机实验，专门用来揭示因果关系。它分析了几个不同的数据集，包括相关的行政记录，一项涉及小组调查的新实地研究，以及定性访谈。它采用了多学科方法，结合了经济学和心理学的决策模型，并收集了预期、偏好和其他重要个人特征的衡量标准。最重要的是，它侧重于大学教育和劳动力市场结果不平等发生的机制和程度，并评估具体的干预措施：因此，它是提供具体政策建议的理想选择。