Influence of Equity Group Status and Entry Pathway on Academic Outcomes in Higher Education

Autor/inn/en	Li, Ian W.; Jackson, Denise; Carroll, David R.
Titel	Influence of Equity Group Status and Entry Pathway on Academic Outcomes in Higher Education
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 2, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Ian W.) ORCID (Jackson, Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2023.2180163
Schlagwörter	Equal Education; Outcomes of Education; Socioeconomic Status; Higher Education; College Preparation; Access to Education; Nontraditional Education; Universities; Academic Achievement; Scores; Secondary Education; Disproportionate Representation; Indigenous Populations; Advantaged; Social Differences; Academic Support Services; English (Second Language); Second Language Learning; Foreign Countries; College Attendance; Comparative Analysis; Australia + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Non-traditional education; Alternative Erziehung; University; Universität; Schulleistung; Sekundarbereich; Sinti und Roma; Sozialer Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Australien
Abstract	Higher education participation has increased worldwide given policies devoted to widening participation for under-represented groups, including the use of alternative entry pathways to university. It is, however, unknown if students admitted via alternative pathways perform well academically. This study uses data for 81,874 students from 16 Australian universities to examine academic performance by entry pathway. Students admitted via alternative pathways generally have poorer academic scores in their first year and over their course than peers coming from secondary school, particularly those entering via vocational education. However, students from enabling programs perform better academically than secondary school entrants. Further, students from under-represented groups are outperformed academically by their more privileged counterparts, particularly Indigenous students and those from low SES and non-English speaking backgrounds. These findings reflect the need to review academic support for students from certain entry pathways and equity groups to enhance their academic success in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01