Early intervention to maintain and raise expectations could increase the number of teenagers from less privileged backgrounds entering higher education, a new study published in the Oxford Review of Education suggests.
The research, which analysed how young people’s expectations of applying to university change between the ages of 14 and 17, found that those from less advantaged backgrounds were more likely to stop, and less likely to start, thinking they would apply than their more advantaged peers. This was true even when comparing individuals with the same test scores.
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