Geographical differentiation in access to higher education in Sweden. Issue 3 (1st December 2020)

• Record Type: Journal Article
• Authors: Haley, Aimee
• Is Part Of: Learning and teaching. Volume 13:Issue 3(2020)
• Page Start: 61
• Page End: 81
• Publication Date: 2020-12-01
• Subjects: educational access -- geographical mobility -- higher education -- praxis -- tertiary education -- widening participation; Social sciences -- Study and teaching (Higher) -- Periodicals; 300.711
• DOI: 10.3167/latiss.2020.130305
• Languages: English
• ISSNs: 1755-2273

Abstract

Abstract: Using Bourdieu's Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382, 198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students' practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.