Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education

Autor/inn/en	Yastrebov, Gordey; Kosyakova, Yuliya; Kurakin, Dmitry
Titel	Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education
Quelle	In: Sociology of Education, 91 (2018) 3, S.224-241 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yastrebov, Gordey) ORCID (Kosyakova, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040718779087
Schlagwörter	Foreign Countries; Socioeconomic Background; Access to Education; Higher Education; College Admission; Academic Education; Vocational Education; Longitudinal Studies; Track System (Education); Secondary Education; Regression (Statistics); Statistical Analysis; Russia + Suchen Sie Ihr Suchwort? Ausland; Sozioökonomische Lage; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; Akademische Bildung; Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsgruppe; Leistungsdifferenzierung; Sekundarbereich; Regression; Regressionsanalyse; Statistische Analyse; Russland
Abstract	In this article, we analyze how the existence of alternative pathways to higher education, which implies different selection mechanisms, shapes social inequality in educational attainment. We focus on the Russian educational system, in which higher education can be accessed from academic and vocational tracks, but the rules of admission to higher education from these tracks are different. Access through the academic track is highly selective due to obligatory high-stakes testing, which determines secondary-school graduates' eligibility to pursue higher education. The vocational track is generally less selective with regard to student intake and provides less restrictive access to higher education. We argue that this system has nuanced implications for social inequality. On one hand, transitions from vocational education to higher education can promote greater social mobility by offering an affordable and low-risk gateway to higher education for children from less-advantaged families. On the other hand, more-advantaged families might use the vocational track to higher education if their children face a high risk of failure in the more selective academic track. We test this conjecture and provide supporting evidence using data from the longitudinal survey Trajectories in Education and Careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01