How 'sticky' is increased educational attainment for avoiding wastage of talent among individuals from less advantaged backgrounds?

提高教育程度对于避免背景较差的个人的人才浪费有多大的“粘性”？

• 批准号: 2569843
• 金额: --
• 依托单位: University of Warwick
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2569843
• 关键词: How; sticky; increased; educational; attainment

How 'sticky' is increased educational attainment for avoiding wastage of talent among individuals from less advantaged backgrounds?: A study of the relationship between 'positive attainment' in public examinations at age 16 and 'less ambitious' next steps educational choices for individuals from disadvantaged backgrounds.The broad puzzle I am passionate about solving is how wastage of talent can be avoided for individuals from less advantaged backgrounds who show promise - and, in turn, how doing so can drive upward mobility in terms of the destinations and life chances of those from disadvantaged backgrounds.There is extensive literature focused on the impact of an individual's social origins on educational attainment, and in turn its implications for social inequality from a life-course and intergenerational perspective. More specifically, it is widely acknowledged in the literature that individuals from more advantaged backgrounds outperform those from less advantaged backgrounds in terms of educational attainment (primary effects) and that, on average, individuals from more advantaged backgrounds make more ambitious educational choices, even when the level of prior educational attainment is held constant (secondary effects). However, much of the existing research focuses on the presence and strength of these relationships, and the choices that individuals make, rather than exploring how and why individuals make certain decisions about their futures.This study will focus on one specific aspect of my wider puzzle: the dynamic where individuals from less advantaged backgrounds manage to achieve 'success' in public examinations at age 16, but then then make seemingly 'less ambitious' next steps educational choices.This research project will seek to understand the key factors that drive the decision-making process for these individuals - in particular, how they assess the monetary and non-monetary benefits of investments in future education. Further, this study will explore how forward-looking calculations relating to the benefits of education influence how individuals view the importance of educational attainment in the present and their continued participation in education post-16.It will also look at what ambition means for these individuals and how the value they attach to educational participation is impacted by the perceived relationship between their future labour market goals and the role of educational investments in helping achieve them. In addition, this study will seek to understand what factors within the educational context and individuals' family environment impact these dynamics.Ultimately, this study will seek to understand, within the context of the Origin-Education-Destination triangle, the dynamic where mobility exists between Origin and Education without corresponding mobility between Education and next steps choices (linked to Destination) - and shed light on why education persists in being weak in terms of driving social mobility. In this way, it also aims to contribute to policymaking in this area in terms of suggesting potential interventions that enable positive educational attainment at age 16 to be 'locked in'.

提高教育程度以避免来自较少背景的个人浪费人才的“粘性”有多大？：一项关于16岁时在公开考试中的“积极成就”与来自弱势背景的个人的“不那么雄心勃勃”的下一步教育选择之间关系的研究。我热衷于解决的一个广泛的难题是，如何避免来自不那么有前途的背景的个人的人才浪费--反过来，这样做如何能推动那些来自弱势背景的人在目的地和生活机会方面向上流动。有大量的文献关注个人的社会出身对教育成就的影响，并从生命过程和代际视角分析其对社会不平等的影响。更具体地说，在文献中，人们普遍认为，在教育程度方面，来自更高背景的人优于来自更低背景的人（主要效应），平均而言，来自更高背景的人会做出更雄心勃勃的教育选择，即使先前的教育程度保持不变（次要效应）。然而，现有的研究大多集中在这些关系的存在和强度，以及个人做出的选择，而不是探索个人如何以及为什么对他们的未来做出某些决定。这项研究将集中在我更广泛的难题的一个特定方面：背景不那么好的人在16岁时就能在公开考试中取得“成功”，这项研究项目将试图了解推动这些人决策过程的关键因素，特别是他们如何评估未来教育投资的货币和非货币收益。此外，本发明还这项研究将探讨与教育效益有关的前瞻性计算如何影响个人如何看待目前教育成就的重要性以及他们在教育后继续参与教育的重要性，16.它还将研究抱负对这些人意味着什么，以及他们对教育参与的价值如何受到他们未来劳动力市场目标与角色之间的感知关系的影响。教育投资来帮助实现这些目标。此外，本研究将试图了解教育背景和个人家庭环境中的哪些因素会影响这些动态。最终，本研究将试图了解，在起源-教育-目的地三角形的背景下，原籍和教育之间存在流动性，而教育和下一步选择之间没有相应的流动性（与目的地有关）-并阐明为什么教育在推动社会流动方面一直很薄弱。通过这种方式，它还旨在促进这一领域的决策，提出可能的干预措施，使积极的教育成就在16岁时被“锁定”。