AQMeN researchers Adriana Duta, Brian An and Cristina Iannelli have published a paper in The International Journal of Higher Education. Abstract: This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to
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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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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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