Access to Postsecondary Education: Can Schools Compensate for Socioeconomic Disadvantage?

Autor/inn/en	Frempong, George; Ma, Xin; Mensah, Joseph
Titel	Access to Postsecondary Education: Can Schools Compensate for Socioeconomic Disadvantage?
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 63 (2012) 1, S.19-32 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-011-9422-2
Schlagwörter	Foreign Countries; Socioeconomic Status; Access to Education; High School Students; Academic Achievement; Expectation; Influences; School Effectiveness; Educational Attainment; Postsecondary Education; Disadvantaged; Program Effectiveness; Student Financial Aid; Social Capital; College Admission; Canada + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Expectancy; Erwartung; Influence; Einfluss; Einflussfaktor; Schuleffizienz; Bildungsabschluss; Bildungsgut; Post-secondary education; Tertiäre Bildung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Sozialkapital; Hochschulzugang; Hochschulzulassung; Zulassung; Kanada
Abstract	While access to postsecondary education in Canada has increased over the past decade, a number of recent studies demonstrate that youth from disadvantaged socioeconomic backgrounds are vulnerable to some degree of exclusion from postsecondary education. These studies tend to emphasize the lack of financial resources and social capital as the main sources of this vulnerability. Our paper employs multilevel framework to explore the extent of the impact of schools on access to postsecondary education, especially for youth from disadvantaged background. Our analyses revealed that: (1) for youth with similar financial constraints who attend schools with relatively similar quality, those from disadvantaged socioeconomic backgrounds who attend schools with high concentration of low SES students are particularly vulnerable to exclusion from university education, and (2) a substantial portion of the SES effect operate through the impact of high school academic achievement and postsecondary education expectation on access to postsecondary education. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10