Higher Education Policy in England: Three Empirical Studies of Influences on Enrollment Behavior.

Abstract

This thesis consists of three stand-alone papers, each of which assesses a policy incentive that might alter the socio-economic gap in university enrollment in England; these incentives are encouragement, grade labels, and money, respectively. The rationale for examining these influences comes from a diverse range of theoretical backgrounds. In contrast, the analytical procedure used in each paper comes from the same empirical tradition, namely the Neyman-Rubin causal model, which quantifies the impact of a given incentive by determining counterfactual scenarios to estimate the difference in outcomes stemming from either the absence or the presence of a given incentive. As a set, these chapters demonstrate the multi-faceted nature of inequalities in access to higher education. By working from varied theoretical traditions, I provide evidence for a range of conceptualizations of behavior and influencing factors. My emphasis on socio-economic class disparities should not mask the fact that there are numerous sources of disadvantage that are likely to act in mutually dependent and re-enforcing ways. Yet, even when focusing on a single element of inequality, my findings demonstrate that many factors play a role in shaping disparities.