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The Influence of Social Background on Application and Entry to Higher Education in Scotland: a Multi‐Level Analysis
Author(s) -
Tinklin Teresa
Publication year - 2000
Publication title -
higher education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.976
H-Index - 42
eISSN - 1468-2273
pISSN - 0951-5224
DOI - 10.1111/1468-2273.00166
Subject(s) - disadvantaged , higher education , context (archaeology) , government (linguistics) , access to higher education , psychological intervention , demographic economics , political science , economic growth , psychology , economics , geography , linguistics , philosophy , archaeology , psychiatry
This paper assesses the influence of social background on application and entry to higher education among Scottish school leavers using multi‐level modelling. The context for the study is long‐standing policy interest in widening access to higher education for under‐represented groups. The analysis indicates that those from less advantaged backgrounds are disadvantaged at three stages in the process of entry to higher education: qualification, application and entry. The results support the need for explanations and interventions encompassing both individual and structural levels. Government initiatives aimed at widening access are discussed in light of the findings.