Regional accessibility of higher education in Russia

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-01-25 DOI:10.1080/01425692.2023.2167700

I. Prakhov, P. Bugakova

引用次数: 1

Abstract

Abstract Despite the unified system of admission to universities in Russia, applicants can still face unequal access to higher education. This article analyzes the barriers which restrict the inter-regional accessibility of higher education. We propose an analytical model, reflecting the direct and indirect influence of family, schools, and location on the educational strategies of youth, assuming that these factors affect the university enrollment both directly and indirectly through academic achievement. An empirical examination of the model, based on data from the longitudinal study ‘Trajectories in Education and Careers’, shows that students from Moscow are most likely to enroll at university, since they face the lowest barriers. The problem of the accessibility of higher education is more acute for residents of large cities or regional capitals: their likelihood of matriculating is limited by cognitive abilities, socio-economic status, and school characteristics. Residents of small towns or villages are facing the highest barriers and gender inequality.

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俄罗斯高等教育的区域可及性

尽管俄罗斯实行统一的大学录取制度，但申请人仍然可能面临接受高等教育的不平等机会。本文分析了制约区域间高等教育可及性的障碍。我们提出了一个分析模型，反映了家庭、学校和地理位置对青年教育策略的直接和间接影响，假设这些因素通过学业成绩直接和间接地影响大学入学率。基于纵向研究“教育和职业轨迹”的数据，对该模型进行了实证检验，结果表明，莫斯科的学生最有可能进入大学，因为他们面临的障碍最低。对于大城市或地区首府的居民来说，高等教育的可及性问题更为严重:他们被录取的可能性受到认知能力、社会经济地位和学校特点的限制。小城镇或村庄的居民面临着最高的障碍和性别不平等。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.