Swipe om te navigeren naar een ander artikel
Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N = 11,999; 50 % male; 27 % provincial or rural; 2 % Indigenous) of Australia youth we explore the association between distance to a university campus and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Australian Bureau of Statistics (ABS) (2014). Australian social trends. Catlog no. 4102.
Black, D., & Smith, J. (2006). Estimating the return to college quality with multiple proxies for quality. Journal of Labor Economics, 24, 701–728. CrossRef
Boudon, R. (1974). Education, opportunity, and social inequality: Changing prospects in western society. New York, NY: Wiley.
Bowen, W., Chingos, M., & McPherson, M. (2009). Crossing the finish line: Completing college at America’s public universities. Princeton: Princeton University Press.
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education. Canberra: Commonwealth of Australia.
Breen, R., & Goldthorpe, J. H. (1997). Explaining educational differentials towards a formal rational action theory. Rationality and society, 9, 275–305. CrossRef
Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9, 115–125. CrossRef
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In P. W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (5th ed., Vol. 1, pp. 993–1028). Hoboken, NJ: Wiley.
Chenoweth, E., & Galliher, R. V. (2004). Factors influencing college aspirations of rural West Virginia high school students. Journal of Research in Rural Education, 19, 1–14.
Côté, J. E. (2006). Emerging adulthood as an institutionalized moratorium: Risks and benefits to identity formation. In J. J. Arnett & J. L. Tanner (Eds.), Emerging adults in America: Coming of age in the 21st century (pp. 85–116). Washington, DC: American Psychological Association. CrossRef
Crockett, L. J., Shanahan, M. J., & Jackson-Newsom, J. (2000). Rural youth: Ecological and life course perspectives. Adolescent Diversity in Ethnic, Economic, and Cultural Contexts, 10, 43–74. CrossRef
Denzler, S. & Wolter, S. (2011), Too far to go? Does distance determine study choices?, IZA Discussion Papers 5712.
Elder, G. H. (1996). Human lives in changing societies: Life course and developmental insights. In R. B. Cairns, G. H. Elder, & E. J. Costello (Eds.), Developmental science (pp. 31–62). New York: Cambridge University Press. CrossRef
Elder, G. H., & Conger, R. D. (2000). Children of the land: Adversity and success in rural America. Chicago: University of Chicago Press.
Elder, G. H., King, V., & Conger, R. D. (1996). Attachment to place and migration prospects: A developmental perspective. Journal of Research on Adolescence, 6, 397–425.
Gambetta, D. (1987). Were they pushed or did they jump?: Individual decision mechanisms in education. Cambridge: Cambridge University Press. CrossRef
Gati, I., & Asher, I. (2001). Prescreening, in-depth exploration, and choice: From decision theory to career counseling practice. Career Development Quarterly, 50, 140–157. CrossRef
Geske, A., & Grinfelds, A. (2012). Family background and effects on learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1267–1270). New York: Springer. doi: 10.1007/978-1-4419-1428-6.
Gibbons, S., & Vignoles, A. (2009). Access, choice and participation in higher education (January). Retrieved from http://cee.lse.ac.uk/pubs/default.asp
Grodsky, E., & Riegle-Crumb, C. (2010). Those who choose and those who don’t: Social background and college orientation. The ANNALS of the American Academy of Political and Social Science, 627, 14–35. CrossRef
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015a). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. CrossRef
Hoekstra, M. (2009). The effect of attending the flagship state university on earnings: A discontinuity-based approach. Review of Economics and Statistics, 91, 717–724. CrossRef
Honaker, J., King, G., & Blackwell, M. (2011). Amelia II: A program for missing data. Journal of Statistical Software, 45, 1–47. http://www.jstatsoft.org/v45/i07/
Jackson, M., Erikson, R., Goldthorpe, J. H., & Yaish, M. (2007). Primary and secondary effects in class differentials in educational attainment the transition to A-level courses in England and Wales. Acta Sociologica, 50, 211–229. CrossRef
Jerrim, J., Chmielewski, A. K., & Parker, P. D. (2015). Socioeconomic inequality in access to high-status colleges: A cross-country comparison. Research in Social Stratification and Mobility, 42, 20–32. http://www.sciencedirect.com/science/article/pii/S027656241500044X.
Kannapel, P. J., & DeYoung, A. J. (1999). The rural school problem in 1999: A review and critique of the literature. Journal of Research in Rural Education, 15, 67–79.
Long, M. (2007). College quality and early adult outcomes. Economics of Education Review, 27, 588–602. CrossRef
Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects 1. American Journal of Sociology, 106, 1642–1690. CrossRef
Ludwig, J., Liebman, J. B., Kling, J. R., et al. (2008). What can we learn about neighborhood effects from the moving to opportunity experiment? American Journal of Sociology, 114, 144–188. CrossRef
Magnusson, D., & Cairns, R. B. (1996). Developmental science: Toward a unified framework. In R. B. Cairns, G. H. Elder, & E. J. Costello (Eds.), Developmental science (pp. 7–30). New York: Cambridge University Press. CrossRef
Marks, G., & Long, M. (2000). Weighting the 1995 year 9 cohort sample for differential response rates and sample attrition: Technical paper No. 15. LSAY Technical Reports. Melbourne. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1028&context=lsay_technical
Morgan, S. L., & Winship, C. (2014). Counterfactuals and causal inference. Cambridge: Cambridge University Press. CrossRef
Organisation for Economic Co-operation and Development (OECD). (2004). PISA 2003 technical report. Paris: Organisation for Economic Co-operation and Development.
Parker, P. D., Bodkin-Andrew, G., Marsh, H. W., Jerrim, J., & Schoon, I. (2013). Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for Indigenous university entry. Journal of Sociology. doi: 10.1177/1440783313498946.
Pegg, J., & Panizzon, D. (2007). Schooling in rural and regional areas: Inequities in student achievement for literacy. Australian Journal of Language and Literacy, 30, 177–190.
Rivera, L. (2011). Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials. Research in Social Stratification and Mobility, 29, 71–90. CrossRef
Sampson, R. (2008). Moving to inequality: Neighborhood effects and experiments meet social structure. American Journal of Sociology, 114, 189–231. CrossRef
Savickas, M. L. (2005). The theory and practice of career construction. In R. W. Lent & S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley.
Schneider, B. L., & Stevenson, D. (1999). The ambitious generation: America’s teenagers, motivated but directionless. New Haven: Yale University Press.
Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational status attainment process: Replication and revision. American Sociological Review, 35, 1014–1027. https://www.jstor.org/stable/2093379?seq=1#page_scan_tab_contents.
Vondracek, F. W., & Porfeli, E. J. (2008). Social contexts for career guidance throughout the world: Developmental-contextual perspectives on career cross the lifespan. In J. A. Athanasou & R. van Esbroeck (Eds.), International handbook of career guidance (pp. 209–225). New York: Springer. CrossRef
Young, R. A., Marshall, S. K., Domene, J. F., Graham, M., Logan, C., Zaidman-Zait, A., et al. (2008). Transition to adulthood as a parent–youth project: Governance transfer, career promotion, and relational processes. Journal of Counseling Psychology, 55, 297–307. doi: 10.1037/0022-0126.96.36.1997. CrossRef
- Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth
Philip D. Parker
- Springer US