This research, undertaken by Doctoral student Carla Cebula, looks at the impact of a young person’s access to economic, social and cultural capital at home, and the neighbourhood that they grow up in, on their educational attainment. Carla is working with the Millennium Cohort Study, a birth cohort study of young people born in 2000, focusing on the English sub-sample.
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This project, undertaken by doctoral student Dafni Dima, looks at individual labour market trajectories under two comparative perspectives: geographical, comparing 11 European countries and more than 40 European regions; and temporal, comparing the period before the European financial crisis (2005-2008) to the period immediately after the beginning of the crisis (2009-2012). Comparing countries across time, Dafni has explored the effects
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Widening access to Higher Education continues to be highly topical in Scotland, as underlined by the establishment of the Scottish Government Commission on Widening Access in June 2015. As well as promoting equality of access to Higher Education, a key feature of the Widening Participation (WP) strategy is the focus on maximising student retention due to non-completion having adverse personal
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This project aimed to assess whether and to what extent social class differentials in entry to higher education and in occupational destinations are mediated by subject choices in secondary education. In Scotland and overall in the UK, students in upper secondary education are free to choose the type and number of subjects. At the same time, universities, in particular the
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This project aimed to assess whether and to what extent social inequalities in early occupational destinations among graduates exist. In a comparative framework, we asked whether the effect of social origin on graduates’ occupational attainment differs between Germany and the UK, two distinct institutional settings in terms of education system and labour market structure. We asked further whether social inequalities
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This project focused on the link between different education systems and labour market pathways, taking into account historic trends and recent developments. The first study analysed the role of macro-level features of educational systems in the production of specific individual career patterns and labour market pathways in 13 European countries. It aimed to shed light on processes of cumulative (dis-)advantage
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This project aimed to assess whether there is an association between social class and retention, and, if so, whether this effect can be explained by the choice of field of study or choice of institution. Does the attendance at different higher education institutions and the study of different curricula affect the progression of people from different social groups? Is the
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