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Adapting the Social Mobility Index: Evaluating the Role of Scottish Higher Education in Advancing Equity and Inclusion.

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Title: Adapting the Social Mobility Index: Evaluating the Role of Scottish Higher Education in Advancing Equity and Inclusion.
Authors: Finkel-Gates, Adam1 (AUTHOR) adam.finkel-gates@glasgow.ac.uk
Source: Scottish Educational Review. 2025, Vol. 57 Issue 1, p26-39. 14p.
Subject Terms: *Educational mobility, *Higher education, Inverse relationships (Mathematics), Socialization, Critical analysis, Social mobility
Abstract: This study adapts the English Social Mobility Index (SMI) to the Scottish higher education system, addressing the distinct socio-economic and policy landscape of Scotland. The analysis evaluates the role of Scottish universities in promoting social mobility by examining access, retention, and graduate outcomes, using data tailored to the Scottish Index of Multiple Deprivation (SIMD). Findings reveal a moderate inverse correlation between recruitment from disadvantaged backgrounds and retention rates, highlighting systemic barriers and resource constraints faced by institutions with high proportions of disadvantaged students. While post-1992 universities excel in widening access, their retention outcomes often lag, contrasting with research-intensive institutions like St Andrews and Aberdeen, which demonstrate strong retention but limited access. The study critiques the linear assumptions of traditional social mobility models, emphasising the structural challenges and zero-sum dynamics that hinder equitable progress. It underscores the need for differentiated funding models, targeted retention strategies, and a reimagining of success metrics to include intergenerational and non-economic outcomes. By providing a critical analysis of institutional contributions to social mobility, this research informs policy and practice, advocating for a more inclusive and nuanced approach to higher education equity. [ABSTRACT FROM AUTHOR]
Copyright of Scottish Educational Review is the property of Brill Academic Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Adapting the Social Mobility Index: Evaluating the Role of Scottish Higher Education in Advancing Equity and Inclusion.
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  Data: <searchLink fieldCode="JN" term="%22Scottish+Educational+Review%22">Scottish Educational Review</searchLink>. 2025, Vol. 57 Issue 1, p26-39. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+mobility%22">Educational mobility</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Inverse+relationships+%28Mathematics%29%22">Inverse relationships (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+analysis%22">Critical analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+mobility%22">Social mobility</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study adapts the English Social Mobility Index (SMI) to the Scottish higher education system, addressing the distinct socio-economic and policy landscape of Scotland. The analysis evaluates the role of Scottish universities in promoting social mobility by examining access, retention, and graduate outcomes, using data tailored to the Scottish Index of Multiple Deprivation (SIMD). Findings reveal a moderate inverse correlation between recruitment from disadvantaged backgrounds and retention rates, highlighting systemic barriers and resource constraints faced by institutions with high proportions of disadvantaged students. While post-1992 universities excel in widening access, their retention outcomes often lag, contrasting with research-intensive institutions like St Andrews and Aberdeen, which demonstrate strong retention but limited access. The study critiques the linear assumptions of traditional social mobility models, emphasising the structural challenges and zero-sum dynamics that hinder equitable progress. It underscores the need for differentiated funding models, targeted retention strategies, and a reimagining of success metrics to include intergenerational and non-economic outcomes. By providing a critical analysis of institutional contributions to social mobility, this research informs policy and practice, advocating for a more inclusive and nuanced approach to higher education equity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scottish Educational Review is the property of Brill Academic Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1163/27730840-bja10017
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        Text: English
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        PageCount: 14
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        Type: general
      – SubjectFull: Higher education
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      – SubjectFull: Inverse relationships (Mathematics)
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      – SubjectFull: Socialization
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              Text: 2025
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