Fairness and Undergraduate Admission: A Qualitative Exploration of Admissions Choices at the University of Oxford

Autor/in	Zimdars, Anna
Titel	Fairness and Undergraduate Admission: A Qualitative Exploration of Admissions Choices at the University of Oxford
Quelle	In: Oxford Review of Education, 36 (2010) 3, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Ethnicity; Social Class; Private Schools; Qualifications; College Applicants; Social Stratification; College Admission; Statistical Analysis; Interviews; Admissions Officers; State Schools; Gender Differences; Research Methodology; Foreign Countries; Admission Criteria; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnizität; Social classes; Soziale Klasse; Private school; Privatschule; Qualifikation; Qualifikationsstufe; College applications; Studienbewerber; Soziale Zusammensetzung; Hochschulzugang; Hochschulzulassung; Zulassung; Statistische Analyse; Interviewing; Interviewtechnik; Staatliche Schule; Geschlechterkonflikt; Research method; Forschungsmethode; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren
Abstract	The article investigates unequal admissions patterns at the University of Oxford. Statistical work shows differences in admission rates by social class, ethnicity, gender, qualification status and secondary schooling. In-depth interviews with admissions tutors, college and university officials and observations of eight admissions meetings provide insights into the processes behind those admissions patterns. Results illustrate that adjustment of applicants' performance in the light of their schooling can account for the statistical observation of a lower chance of admission for private school applicants compared with their state school counterparts. The advantage in admissions chances enjoyed by post-qualification applicants appears to be related to the lower risk they pose with regards to their attainment. Little direct evidence is found, however, to explain inequalities in admission rates by social class, ethnicity and gender. A tentative suggestion is made that homophilic tendencies among selectors might account for these unequal admissions rates. It is recommended that future research should use different methods, such as experiments or detailed observations, to gain a better viewpoint on these proposed mechanisms. The article concludes by considering implications for policy and the social stratification literature. (Contains 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10