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来自弱势背景的人的人才流失有多大的“粘性”？：一项关于16岁时在公开考试中“积极成就”与来自弱势背景的个人“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，如何才能避免那些来自弱势背景、有希望的人才流失——反过来，这样做又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的向上流动。有大量的文献关注个人的社会出身对受教育程度的影响，以及从生命历程和代际角度来看其对社会不平等的影响。更具体地说，文献中广泛承认，在教育成就方面，来自更有利背景的人比那些来自较不利背景的人表现得更好（主要影响），而且，平均而言，来自更有利背景的人做出更雄心勃勃的教育选择，即使之前的教育成就水平保持不变（次要影响）。然而，现有的许多研究都集中在这些关系的存在和强度，以及个人做出的选择上，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大的困惑的一个具体方面：来自弱势背景的人在16岁时设法在公开考试中取得“成功”，但随后却做出了看似“不那么雄心勃勃的”下一步教育选择的动态。该研究项目将试图了解推动这些个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，本研究将探讨与教育益处有关的前瞻性计算如何影响个人如何看待当前受教育程度的重要性以及他们在16岁后继续参与教育的重要性。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教育投资在帮助实现这些目标方面的作用之间的感知关系的影响。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，本研究将试图理解，在起源-教育-目的地三角的背景下，起源和教育之间存在流动性的动态，而教育和下一步选择之间没有相应的流动性（与目的地相关），并阐明为什么教育在推动社会流动性方面一直很弱。通过这种方式，它还旨在为该领域的政策制定做出贡献，提出潜在的干预措施，使16岁时的积极教育成就能够“锁定”。

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'.