IDEAS home Printed from https://ideas.repec.org/p/stc/stcp3e/2005237e.html
   My bibliography  Save this paper

Who Goes? The Direct and Indirect Effects of Family Background on Access to Post-secondary Education

Author

Listed:
  • Finnie, Ross
  • Lascelles, Eric
  • Sweetman, Arthur

Abstract

This research finds that family background (parental education level, family type, ethnicity, location) has important direct and indirect effects on post-secondary participation. The indirect effects of background operate through a set of intermediate variables representing high school outcomes and related attitudes and behaviours. Overall, the large fraction of the family background effect that operates through indirect channels indicates that the period of life before post-secondary financing and related issues become important is crucial for equitable and efficient post-secondary access. These results are based on two sex-specific measures of access (Any Post-secondary, and University) obtained from Statistics Canada's School Leavers and Follow-Up Surveys.

Suggested Citation

  • Finnie, Ross & Lascelles, Eric & Sweetman, Arthur, 2005. "Who Goes? The Direct and Indirect Effects of Family Background on Access to Post-secondary Education," Analytical Studies Branch Research Paper Series 2005237e, Statistics Canada, Analytical Studies Branch.
  • Handle: RePEc:stc:stcp3e:2005237e
    as

    Download full text from publisher

    File URL: http://www5.statcan.gc.ca/olc-cel/olc.action?ObjId=11F0019M2005237&ObjType=46&lang=en&limit=0
    Download Restriction: no

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Keith G. Banting, 2005. "Do We Know Where We Are Going? The New Social Policy in Canada," Canadian Public Policy, University of Toronto Press, vol. 31(4), pages 421-430, December.
    2. Christofides, Louis N. & Hoy, Michael & Yang, Ling, 2008. "The Determinants of University Participation in Canada (1977?2003)," IZA Discussion Papers 3805, Institute for the Study of Labor (IZA).
    3. Louis N. Christofides & Michael Hoy & Ling Yang, 2006. "The Determinants of University Participation," Working Papers 0608, University of Guelph, Department of Economics and Finance.
    4. David Flacher & Hugo Harari-Kermadec, 2013. "Tuition fees, self-esteem and social heterogeneity," Education Economics, Taylor & Francis Journals, vol. 21(2), pages 191-210, March.
    5. Louis N. Christofides & Michael Hoy & Ling Yang, 2008. "The Gender Imbalance in Participation in Canadian Universities (1977-2005)," University of Cyprus Working Papers in Economics 5-2008, University of Cyprus Department of Economics.
    6. Christofides, Louis N. & Hoy, Michael & Yang, Ling, 2010. "Participation in Canadian Universities: The gender imbalance (1977-2005)," Economics of Education Review, Elsevier, vol. 29(3), pages 400-410, June.
    7. Louis N. Christofides & Michael Hoy & Ling Yang, 2006. "The Gender Imbalance in Participation in Canadian Universities (1977-2003)," Working Papers 0610, University of Guelph, Department of Economics and Finance.
    8. Sen, Anindya & Clemente, Anthony, 2010. "Intergenerational correlations in educational attainment: Birth order and family size effects using Canadian data," Economics of Education Review, Elsevier, vol. 29(1), pages 147-155, February.
    9. Pierre Lefebvre & Philip Merrigan, 2008. "Family Background, Family Income, Cognitive Tests Scores, Behavioural Scales and their Relationship with Post-secondary Education Participation: Evidence from the NLSCY," Cahiers de recherche 0830, CIRPEE.
    10. James McIntosh, 2010. "Educational mobility in Canada: results from the 2001 general social survey," Empirical Economics, Springer, vol. 38(2), pages 457-470, April.

    More about this item

    Keywords

    Education; training and learning; Educational attainment; Equity and inclusion; Families; households and housing; Family history; Household; family and personal income; Income; pensions; spending and wealth; Society and community; Students;

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:stc:stcp3e:2005237e. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Mark Brown). General contact details of provider: http://edirc.repec.org/data/stagvca.html .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.