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Accounting for unequal access to higher education: The role of social identity factors

Niuewenhuis, Marlon, Manstead, Antony and Easterbrook, Matthew J. 2019. Accounting for unequal access to higher education: The role of social identity factors. Group Processes and Intergroup Relations 22 (3) , pp. 371-389. 10.1177/1368430219829824
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Abstract

Western societies stress the potential for anyone, irrespective of social background, to improve their position within society. However, disadvantaged students face barriers in gaining a good education. Two studies in secondary schools show how perceptions of identity compatibility and anticipated fit influence students’ university choices. It was found that relatively disadvantaged students scored lower on identity compatibility, and that low scores on identity compatibility were associated with lower anticipated fit at a local selective (Study 1) or highly selective (Study 2) university. Anticipated fit, in turn, predicted the type of university to which participants wanted to apply; those who anticipated fitting in more at selective universities were more likely to apply to higher status universities. These relations were significant while controlling for academic achievement. Together, these studies suggest that social identity factors play a relevant role in explaining higher education choices among low-status group members.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Psychology
Publisher: SAGE Publications
ISSN: 1368-4302
Date of First Compliant Deposit: 5 February 2019
Date of Acceptance: 16 January 2019
Last Modified: 17 Oct 2019 11:57
URI: http://orca-mwe.cf.ac.uk/id/eprint/119220

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