The Influence of Socioeconomic Status on Changes in Young People's Expectations of Applying to University

Autor/in	Anders, Jake
Titel	The Influence of Socioeconomic Status on Changes in Young People's Expectations of Applying to University
Quelle	In: Oxford Review of Education, 43 (2017) 4, S.381-401 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anders, Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1329722
Schlagwörter	Socioeconomic Status; Expectation; Academic Aspiration; College Applicants; Foreign Countries; Longitudinal Studies; Change; Correlation; Models; Statistical Analysis; Nonparametric Statistics; Regression (Statistics); Adolescents; United Kingdom (England) + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Expectancy; Erwartung; College applications; Studienbewerber; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wandel; Korrelation; Analogiemodell; Statistische Analyse; Regression; Regressionsanalyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	A much larger proportion of English 14-year-olds expect to apply to university than ultimately make an application by age 21, but the proportion expecting to apply falls from age 14 onwards. In order to assess the role of socioeconomic status in explaining changes in expectations, this paper applies duration modelling techniques to the Longitudinal Study of Young People in England, analysing transitions in young people's expectations both from being "likely to apply" to being "unlikely to apply" and vice versa. Young people's socioeconomic background has a significant association with changes in expectations, even after controlling for prior academic attainment and other potentially confounding factors; in addition, young people's backgrounds affect their responsiveness to new evidence on academic attainment at age 16. This suggests more could usefully be done to maintain the educational expectations of academically able young people from less advantaged families, especially providing guidance on how to view new academic results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01