Understanding the Persistence of Inequality in Higher Education: Evidence from Australia

Autor/inn/en	Chesters, Jenny; Watson, Louise
Titel	Understanding the Persistence of Inequality in Higher Education: Evidence from Australia
Quelle	In: Journal of Education Policy, 28 (2013) 2, S.198-215 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2012.694481
Schlagwörter	Foreign Countries; Higher Education; National Surveys; Longitudinal Studies; Undergraduate Students; Regression (Statistics); Parent Background; Educational Attainment; Risk; Access to Education; Social Class; Socioeconomic Status; Educational Finance; Financial Support; Questionnaires; Predictor Variables; Equal Education; Disproportionate Representation; Gender Differences; Institutional Characteristics; Age Differences; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Elternhaus; Bildungsabschluss; Bildungsgut; Risiko; Education; Access; Bildung; Zugang; Bildungszugang; Social classes; Soziale Klasse; Socio-economic status; Sozioökonomischer Status; Bildungsfonds; Finanzielle Förderung; Fragebogen; Prädiktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Australien
Abstract	During the latter half of the twentieth century, Australia, like many countries in the Organisation for Economic Cooperation and Development, experienced rapid expansion in participation in higher education which was supported by government through increases in the number of publicly funded university places. However, in spite of this expansion, a disproportionately large share of the undergraduate student population is still drawn from higher socio-economic backgrounds. This paper seeks to understand the persistence of inequality in higher education by examining changes in patterns of participation in Australian universities since the 1970s. Using logistic regressions to analyse data collected by three Australian surveys conducted between 1987 and 2005, the authors examine the influence of having a university-educated parent on an individual's chances of obtaining a higher education degree. They find that although the expansion of higher education has had some impact in terms of reducing inequality, having a university-educated parent continues to exert a direct effect on an individual's propensity to graduate from university. The paper draws on the theories of maximally maintained inequality and relative risk aversion to interpret institutional and student behaviour. The policy challenges of addressing structural inequality in higher education are also discussed. (Contains 6 tables and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10