Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27891
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Preparing Versus Persuading: Inequalities between Scottish State schools in University Application Guidance Practices
Author(s): Ferguson, Jennifer
Griffiths, Dave
Keywords: educational inequalities
university applications
state schools
guidance teachers
personal statements
habitus
Issue Date: 30-Sep-2018
Citation: Ferguson J & Griffiths D (2018) Preparing Versus Persuading: Inequalities between Scottish State schools in University Application Guidance Practices. Social Sciences, 7 (9), Art. No.: 169. https://doi.org/10.3390/socsci7090169.
Abstract: A university education is often regarded as a means for increasing social mobility, with attendance at a leading university seen as a pathway to an advantaged socio-economic status. However, inequalities are observable in attendance levels at leading UK universities, with children from less advantaged backgrounds less likely to attend the top universities (generally known as the Russell Group institutions). In this paper, we explore the different levels of assistance provided to state school children in preparing for their university applications. Guidance teachers and pupils at a range of Scottish state schools were interviewed. We find that inequalities exist in the cultivation of guidance provided by state schools, with high attainment schools focusing on preparing applicants to be desirable to leading universities, whilst low attainment schools focus on persuading their students that university is desirable.
DOI Link: 10.3390/socsci7090169
Rights: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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