Can Higher Education Compensate for Society? Modelling the Determinants of Academic Success at University

Autor/in	Smith, Emma
Titel	Can Higher Education Compensate for Society? Modelling the Determinants of Academic Success at University
Quelle	In: British Journal of Sociology of Education, 37 (2016) 7, S.970-992 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.987728
Schlagwörter	Success; Performance Factors; Achievement Need; Social Characteristics; Cohort Analysis; Undergraduate Students; Student Records; Student Characteristics; Academic Persistence; Outcomes of Education; Prior Learning; Regression (Statistics); Academic Achievement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Erfolg; Leistungsindikator; Gesellschaftsbild; Kohortenanalyse; Schülerakte; Lernleistung; Schulerfolg; Vorkenntnisse; Regression; Regressionsanalyse; Schulleistung; Ausland; Großbritannien
Abstract	This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of "traditional" entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflects patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish -- notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission, it is entry grades rather than social characteristics that may most strongly influence eventual academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01