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Social attributes, equity and higher educative path. Microeconometric study of a discrete choice model with logistic regression

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  • Magali Jaoul-Grammare

Abstract

Developed countries are subjected to many social inequalities of which access at various stages of schooling is one of the most important. Regarded as more equitable in this context, is one education system which will less make dependent the results on individuals of their social origin. While taking Boudon's model as a starting point, the study seeks to determine, using logistic modelling, factors determining the university path. The analysis shows that if the continuation of studies depends on multiple factors, the role of the social origin is not negligible. The results join those of Peraita and Sanchez (1998) concerning Spain and Sawkins (2002) concerning Scotland. However, the various estimates show that it is primarily at the university end of the course that the role of the social factors takes place. Thus, the results would be more in favour of Boudon's model at the beginning of the course, against Bourdieu's, after.

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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal Applied Economics Letters.

Volume (Year): 14 (2007)
Issue (Month): 4 ()
Pages: 287-291

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Handle: RePEc:taf:apeclt:v:14:y:2007:i:4:p:287-291

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Cited by:
  1. Magali Jaoul-Grammare & Brice Magdalou, 2013. "Opportunities in Higher Education: An Application in France," Working Papers 13-05, LAMETA, Universtiy of Montpellier, revised Mar 2013.
  2. Mikolaj Herbst & Jakub Rok, 2011. "Equity of access to higher education in the transforming economy. Evidence from Poland," Investigaciones de Economía de la Educación volume 6, in: Antonio Caparrós Ruiz (ed.), Investigaciones de Economía de la Educación 6, edition 1, volume 6, chapter 29, pages 475-494 Asociación de Economía de la Educación.

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