A mixed methods investigation into the relationship between socio-economic status and degree and career outcomes in UK higher education.

前任和现任的英国政府都对大学施加压力，通过增加最弱势群体接受高等教育的机会来增加社会流动性。此后的学术研究表明，大学入学并不会自动导致“成功”的社会流动，因为在社会经济和教育背景的基础上，经历、成就和结果都有所不同。拟议的研究是一种混合方法的研究，将二手数据分析与对各种高等教育机构的社会阶层经验的叙事定性见解相结合。本研究项目的总体目标是探索用于识别工人阶级背景的不同操作标准与学生成绩和高等教育经历之间的关系。然后，它旨在评估工人阶级学生和扩大参与的工作人员如何理解这些因素与他们自己的个人和专业经验之间的关系。该博士学位与ESRC的主题：不平等、公平、正义和经济增长密切相关。它提供了一个机会来密切评估参与高等教育对那些社会经济背景较低的人的影响，并探索数据中所代表的个人的经历和观点。

Previous and existing UK governments have placed pressure on universities to increase social mobility through increasing access to higher education for the most disadvantaged groups. Academic research has since demonstrated that admission to university does not automatically lead to 'successful' social mobility with differential experience, attainment and outcomes occurring on the basis of socio-economic and educational background. The proposed research is a mixed-methods study combining secondary data analysis with narrative qualitative insights into the experiences of social class at a variety of higher education institutions. The overarching aim of this research project is to explore the relationship between the different operationalised criteria used to identify those from working-class backgrounds alongside student outcomes and experiences of higher education. It then aims to assess how working-class students and widening participation staff understand the relationship between these factors in relation to their own personal and professional experience. This PhD is closely aligned with the ESRC theme: Inequality, equity, justice and economic growth. It offers the opportunity to closely assess the impact of participation in higher education amongst those from lower socio-economic backgrounds as well as explore the experiences and perspectives of individuals represented in the data.