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Do Universities Contribute to Reducing Inequalities in the Progression to Postgraduate Studies?

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Title: Do Universities Contribute to Reducing Inequalities in the Progression to Postgraduate Studies?
Language: English
Authors: Oscar Espinoza (ORCID 0000-0001-7525-2980), Luis Sandoval (ORCID 0000-0001-9452-4945), Catalina Miranda (ORCID 0009-0001-4461-4384), Bruno Corradi (ORCID 0000-0002-4217-0900), Javier Loyola (ORCID 0000-0001-8336-6873), Noel McGinn (ORCID 0000-0001-7132-2136)
Source: British Educational Research Journal. 2026 52(2):1470-1491.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Universities, College Role, Equal Education, Foreign Countries, Graduate Study, Social Differences, College Graduates, Access to Education, Disadvantaged, Advantaged
Geographic Terms: Chile
DOI: 10.1002/berj.70080
ISSN: 0141-1926
1469-3518
Abstract: Given the increasing devaluation of tertiary-level qualifications, some university graduates have sought to enhance their employability by pursuing postgraduate studies. However, access to such opportunities remains influenced by their socioeconomic background. This study uses Bourdieu's concept of habitus to examine the role of the Chilean university system in access to postgraduate studies. By conceptualising graduates' social background as individual habitus and university cultures as institutional habitus, it explores whether universities reflect or mitigate existing social inequalities. Data were collected through a survey conducted in 2023 with 934 graduates of 17 Chilean universities (cohorts 2015, 2016 and 2017). A structural equation model was estimated to evaluate direct and indirect effects, while also including additional controls such as gender and field of study. The results reveal that both the individual and the institutional habitus directly influence students' access to tertiary and postgraduate education. Perceived institutional motivation was also moderately associated with postgraduate enrolment. It is concluded that the segmentation of the Chilean university system partially contributes to reproducing social origin inequalities from the tertiary to the postgraduate level, conferring cumulative advantages on graduates from privileged social backgrounds. It is acknowledged that expanding enrolment opportunities at universities with greater academic distinction could foster more equitable academic and professional outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502624
Database: ERIC
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  Data: Do Universities Contribute to Reducing Inequalities in the Progression to Postgraduate Studies?
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  Data: <searchLink fieldCode="AR" term="%22Oscar+Espinoza%22">Oscar Espinoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7525-2980">0000-0001-7525-2980</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luis+Sandoval%22">Luis Sandoval</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9452-4945">0000-0001-9452-4945</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catalina+Miranda%22">Catalina Miranda</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4461-4384">0009-0001-4461-4384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bruno+Corradi%22">Bruno Corradi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4217-0900">0000-0002-4217-0900</externalLink>)<br /><searchLink fieldCode="AR" term="%22Javier+Loyola%22">Javier Loyola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8336-6873">0000-0001-8336-6873</externalLink>)<br /><searchLink fieldCode="AR" term="%22Noel+McGinn%22">Noel McGinn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7132-2136">0000-0001-7132-2136</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2026 52(2):1470-1491.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 10.1002/berj.70080
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  Data: 0141-1926<br />1469-3518
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  Label: Abstract
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  Data: Given the increasing devaluation of tertiary-level qualifications, some university graduates have sought to enhance their employability by pursuing postgraduate studies. However, access to such opportunities remains influenced by their socioeconomic background. This study uses Bourdieu's concept of habitus to examine the role of the Chilean university system in access to postgraduate studies. By conceptualising graduates' social background as individual habitus and university cultures as institutional habitus, it explores whether universities reflect or mitigate existing social inequalities. Data were collected through a survey conducted in 2023 with 934 graduates of 17 Chilean universities (cohorts 2015, 2016 and 2017). A structural equation model was estimated to evaluate direct and indirect effects, while also including additional controls such as gender and field of study. The results reveal that both the individual and the institutional habitus directly influence students' access to tertiary and postgraduate education. Perceived institutional motivation was also moderately associated with postgraduate enrolment. It is concluded that the segmentation of the Chilean university system partially contributes to reproducing social origin inequalities from the tertiary to the postgraduate level, conferring cumulative advantages on graduates from privileged social backgrounds. It is acknowledged that expanding enrolment opportunities at universities with greater academic distinction could foster more equitable academic and professional outcomes.
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  Data: 2026
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        Value: 10.1002/berj.70080
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Chile
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