Social Origin and the Financial Feasibility of Going to University: The Role of Wage Penalties and Availability of Funding

Autor/inn/en	Findlay, Jeanette; Hermannsson, Kristinn
Titel	Social Origin and the Financial Feasibility of Going to University: The Role of Wage Penalties and Availability of Funding
Quelle	In: Studies in Higher Education, 44 (2019) 11, S.2025-2040 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermannsson, Kristinn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1488160
Schlagwörter	Student Costs; College Students; Working Class; Economic Factors; Socioeconomic Background; Foreign Countries; Human Capital; Cost Effectiveness; Access to Education; Higher Education; Wages; Education Work Relationship; Outcomes of Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Studienkosten; Collegestudent; Arbeiterklasse; Ökonomischer Faktor; Sozioökonomische Lage; Ausland; Humankapital; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wage; Löhne; Lernleistung; Schulerfolg
Abstract	The evidence on why students from lower social origin are persistently underrepresented in higher education (HE) suggests social, educational and economic factors all play a role. We concentrate on the influence of monetary costs/benefits and how these are influenced by social origin. In particular, we consider the effect of a class-based wage penalty in the labour market and, using evidence from a large-scale survey of Scottish students, we show how the greater financial constraints facing working-class students affects the incentive to participate in HE. Using a simple model of human capital investment, the low rate of working-class participation in HE is shown to be consistent with rational behaviour, i.e. weighing the monetary costs and benefits, participating in HE is a less attractive investment proposition for some students. We conduct simulations which suggest this could be mitigated by generous income-contingent support. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01