Parental Education Sample Clauses

Parental Education. From the research and evidence widely available, we recognise the importance of this variable as a proxy for likely behaviours of young people in the future, and their attitudes to Higher Education. It formed the statistical basis for Xxx Xxxxxx Xxxxxx‟s advice to BIS on what more could be done to widen access. However at this time it is not the most robust or reliable descriptor by which we can identify appropriate student groups as only 38% of Reading students return any information about this. Most students (55%) do not appear to know anything about their parent‟s education. Nevertheless, we expect to use this information in selecting students to work with in our highly targeted aspiration raising activities such as the ASPIRE and Reading Science Scholars.

Parental Education. Innate Ability and Early Education as Inputs in Educational Production‌ Cognitive abilities can be passed down from parents to children through genetics and may also be cultivated through early education. Some scholars conclude that children benefit from better educational opportunities and access to certain types of occupations or careers due to the social and economic characteristics of their parents, mainly their education and income (Xxxxx and Xxxxxxxx, 1984). This is connected to the quality of the home learning environment as well because financially disadvantaged families may not be able to afford to enroll their children in extracurricular activities that aid development of cognitive skills. As a consequence, disadvantaged children often start school with lower cognitive abilities than children from families with higher SES and go on to attend lower resource schools in terms of lower student achievement, less qualified teachers, and worse neighbourhoods (Xxx and Xxxxxx, 2002). In a study of British children, Xxxxxxxxx (2003) found that there were notable differences in cognitive abilities of children from high and low SES families even as early as 22 months. These tests of cognitive ability at 22 and 42 months old were also found to be correlated with schooling outcomes at 26 years of age. In addition, children from high SES backgrounds with low initial test scores were also found to have more upward mobility than their low SES counterparts who were more likely to remain low performing even at 10 years of age. The study also shows that the schooling system is often not very effective in reducing these disparities. Family SES also affects the likelihood of HE participation and subject choice. Low SES students are inclined to be more risk averse, leading them to choose subjects which are highly rewarded in the labour market such as science and engineering. This implies that once low SES students are able to participate in HE, they increase their chances for upward mobility despite their disadvantaged backgrounds (Ma, 2009). This is explored further in section