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Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?
British Journal of Sociology of Education ( IF 1.841 ) Pub Date : 2022-01-19 , DOI: 10.1080/01425692.2021.2017852
Vikki Boliver 1 , Stephen Gorard 2 , Nadia Siddiqui 2
Affiliation  

Abstract

This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students, POLAR and TUNDRA, are unfit for purpose because they yield unacceptably high rates of false positives (individuals identified as socioeconomically disadvantaged when they are not). We argue that these and other demonstrably flawed area-level and school-level metrics should be replaced by officially verified individual-level indicators of socioeconomic disadvantage which yield few false positives, most notably receipt of free school meals. Unless and until this change is made, widen access efforts will be inefficient at best and counterproductive at worst, and associated statistics will give a misleading picture of how much progress is being made on widening access.



中文翻译:

为了扩大接受高等教育的机会,谁被视为社会经济弱势群体?

摘要

本文评估了一系列通常用于确定和衡量扩大高等教育机会的措施是否成功的措施。我们凭经验证明,英格兰学生办公室、POLAR 和 TUNDRA 倡导的区域级扩大准入指标不符合目的,因为它们产生的误报率高得令人无法接受(被认定为社会经济弱势群体的个人,但实际上并非如此)。我们认为,这些和其他明显有缺陷的地区级和学校级指标应该被官方验证的社会经济劣势个人水平指标所取代,这些指标几乎不会产生误报,最明显的是收到免费学校膳食。除非并且直到做出这种改变,否则扩大访问范围的努力充其量是低效的,最坏的情况是适得其反,

更新日期:2022-01-19
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