Informal Recruitment Channels, Family Background and University Enrolments in Italy

Autor/in	Ghignoni, Emanuela
Titel	Informal Recruitment Channels, Family Background and University Enrolments in Italy
Quelle	In: Higher Education: The International Journal of Higher Education Research, 81 (2021) 4, S.815-841 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00578-3
Schlagwörter	Foreign Countries; College Bound Students; College Freshmen; Student Recruitment; Family Characteristics; Social Class; Enrollment; Labor Market; Secondary School Students; Economically Disadvantaged; Access to Education; Italy + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Social classes; Soziale Klasse; Einschulung; Labour market; Arbeitsmarkt; Sekundarschüler; Education; Access; Bildung; Zugang; Bildungszugang; Italien
Abstract	This paper analyses the impact of informal recruitment channels on university enrolment decisions. A widespread diffusion of personal connections as an entry channel to the labour market may signal that social ties to well-off people are necessary to get a good job, thereby convincing students from poorly connected families that getting a tertiary education degree does not enhance their future socio-economic opportunities. By applying estimation techniques with instrumental variables to Italian microdata, I found that upper-secondary students coming from lower social classes are less likely to participate in tertiary education when they live in provinces where the percentage of newly tertiary graduates who found a job through informal channels is higher. My results are consistent with the hypothesis that the wide diffusion of 'favouritism' in local labour markets engenders a sense of 'economic despair' among poorly connected students, thereby worsening inequality of access to education and local socio-economic development.literature and the hypothesis (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01