This event took place on 26-27th October 2016 at the John McIntyre Conference Centre, University of Edinburgh. You can view the presentations from the keynote speakers at this event here. You can also view the plenary sessions in full via the The aim of the conference was to offer a forum for researchers, policy makers and practitioners to discuss and
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In this research briefing paper, AQMeN doctoral student Ben Matthews explores why the crime drop that has happened in Scotland since the early 1990s is not evenly distributed among offenders. There has been a substantial decline in the rate of convictions of people aged 25 or under, in particular young men, whereas, by contrast, rates of convictions for people over
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AQMeN research briefing 7. Cristina Iannelli and Markus Klein summarise their recent study which compares the Scottish and Irish education systems. This research analyses the association between school curricula, examination results and university entrance requirements and social inequalities in Higher Education. Key points: • There are significant social inequalities in access to Higher Education in Scotland and Ireland. However, the
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In the UK, research has consistently found that university graduates from more advantaged social classes have a better chance of entering professional or managerial jobs compared to their counterparts from less advantaged social classes. At the same time, another body of research has pointed out that spatial mobility, i.e. moving to a different area, can increase graduates’ chances of attaining
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Research by Cristina Iannelli and Adriana Duta on inequalities in school leavers’ labour market outcomes has been published as part of a working paper series by the Centre for Longitudinal Studies at UCL. This paper examines the role of school curriculum in explaining potential gender and social inequalities in employment chances of young people who left education early, either at
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There are two areas of focus for this project: 1. Gender inequalities in STEM fields of study This study examines how the institutional features of upper-secondary and higher education entry systems shape gender-specific choice of field of study. We adopt a cross-country approach by comparing the mediating role of upper secondary subject choice for gender segregation in higher education in
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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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The Applied Quantitative Methods Network (AQMeN) was a research centre funded by ESRC from 2013-2017 to develop a dynamic and pioneering set of projects to improve our understanding of current social issues in the UK and provide policy makers and practitioners with robust, independent, research-based evidence to build a better future. AQMeN had three primary strands of research involving a
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