Socioeconomic Inequalities in Higher Education: A Meta-Method Analysis of Twenty-First Century Studies in Finland and New Zealand

Autor/in	Nikula, Pii-Tuulia
Titel	Socioeconomic Inequalities in Higher Education: A Meta-Method Analysis of Twenty-First Century Studies in Finland and New Zealand
Quelle	In: Studies in Higher Education, 43 (2018) 12, S.2305-2320 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1326024
Schlagwörter	Social Differences; Socioeconomic Status; Cross Cultural Studies; Foreign Countries; Socioeconomic Influences; Research Methodology; Higher Education; Educational Attainment; Access to Education; Meta Analysis; New Zealand; Finland + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Ausland; Sozioökonomischer Faktor; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Meta-analysis; Metaanalyse; Neuseeland; Finnland
Abstract	Considerable academic attention has been placed on analysing whether, and to what extent, socioeconomic background affects higher education participation. However, the use of socioeconomic status (SES) is problematic as it may be constructed from various data sources. Similar issues can be inherent in study design-related operationalisation decisions. This paper proposes a meta-method analysis to deconstruct the concept of SES and to investigate the study designs in 31 studies reporting on socioeconomic inequalities in Finland and New Zealand. The paper highlights the key operationalisation decisions undertaken and the diversity of methodological approaches, calling into question the within- and cross-country comparability of the findings. The review also produces an improved understanding of limitations and strengths of the existing knowledge based in the two case countries and suggests avenues for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01