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dc.contributor.authorHelland, Håvard
dc.contributor.authorHovdhaugen, Elisabeth
dc.date.accessioned2021-12-14T08:28:44Z
dc.date.available2021-12-14T08:28:44Z
dc.date.created2021-12-09T16:02:01Z
dc.date.issued2021
dc.identifier.issn0309-877X
dc.identifier.urihttps://hdl.handle.net/11250/2834085
dc.description.abstractMany studies have found a greater risk of dropping out among students from modest social origins compared to those from families characterised by high levels of education. This paper investigates social differences in student completion rates in short professional programmes, such as nursing, social work, early childhood and primary school teacher education. These programmes differ from regular undergraduate programmes, both in terms of student recruitment patterns, as more students are recruited from less privileged backgrounds, and through the types of jobs they lead to, which almost always grant the degree holder employment in the public sector. By using Norwegian register data on students starting a higher education degree programme in the period 2000 to 2010, we investigated how completion rates in nursing, social work, early childhood and primary school teacher education varied according to gender, grades and parental educational level. We found significant differences based on grades and gender but surprisingly small differences related to parental education. These findings were contrasted with earlier findings regarding patterns of completion and dropout in more disciplinary-oriented programmes. Conceptually, the analyses draw on the work of Tinto and Gambetta.en_US
dc.language.isoengen_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectSocial inequalityen_US
dc.subjectDegree completionen_US
dc.subjectDrop-out and higher educationen_US
dc.titleDegree completion in short professional courses: does family background matter?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.1080/0309877X.2021.1998394
dc.identifier.cristin1966779
dc.source.journalJournal of Further and Higher Educationen_US
dc.relation.projectNorges forskningsråd: 283556en_US
dc.subject.nsiVDP::Sosiologi: 220en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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