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.
Highlights
Scotland has a long tradition of fostering university attendance, prioritising the right to fulfil educational aspirations as a cornerstone of the national identity (Keating 2005)
This paper begins by examining the differences between schools and the narratives of the interview a larger number of young people, from a great range of state schools, over a short period application process according to guidance teachers
This paper begins by examining the differences between schools and the narratives of the application process according to guidance teachers
Summary
Scotland has a long tradition of fostering university attendance, prioritising the right to fulfil educational aspirations as a cornerstone of the national identity (Keating 2005). Goldthorpe (2003) argues that acceptance into higher employment is increasingly based on qualifications, and this represents a transition towards a legitimate education-based meritocracy. He argues (2013) that society has become increasingly technologically focused, the demand for trained personnel has increased. This necessitates the expansion of the education system and, increased opportunities for access to higher education, which coincides with increased university attendance (Breen 2004; Morgan-Klein 2003).
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