Social Stratification in Higher Education

Autor/inn/en	Grodsky, Eric; Jackson, Erika
Titel	Social Stratification in Higher Education
Quelle	In: Teachers College Record, 111 (2009) 10, S.2347-2384 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Higher Education; Social Stratification; Research Methodology; Educational Research; Literature Reviews; Student Characteristics; Educational Policy; College Attendance; Socioeconomic Influences; Access to Education; Equal Education; Educational Opportunities; Barriers; Research Needs; Educational Environment; College Students; Behavior Theories + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Zusammensetzung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Sozioökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Forschungsbedarf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Collegestudent
Abstract	Background/Context: Over the past half century, scholars in a variety of fields have contributed to our understanding of the relationship between higher education and social stratification. We review this literature, highlighting complementarities and inconsistencies. Purpose/Objective/Research Question/Focus of Study: We situate our review of the literature on inequality and higher education in the context of a behavioral model of postsecondary participation that takes into account the actions of both students and institutions. Conclusions/Recommendations: We recommend that researchers continue to engage in cross-disciplinary dialogues around challenges in postsecondary research and policy, advocate for an increase in the use of experimental designs, and encourage the development of linkages across administrative data sets. We also recommend that future research improve the alignment among behavioral theories, proposed interventions, study design, and analytic techniques. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10