vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2024-33-10-83-103vovr-5199Research ArticleСтатьи«Социальный лифт»: исследование программы позитивной дискриминации“Social Elevator”: Research of Affirmative Action Programhttps://orcid.org/0009-0004-9504-7043ТарасоваЕ. А.TarasovaE. A.

Елена Артёмовна Тарасова, стажёр-исследователь

Институт образования; Центр социологии высшего образования

101000; Потаповский пер, 16, стр. 10; Москва

Researcher ID: KSM-3697-2024

Elena A. Tarasova, Research Intern

National Research University Higher School of Economics (HSE); Center for Sociology of Higher Education

101000; 16 Potapovsky lane, bldg. 10; Moscow

Researcher ID: KSM-3697-2024

e.tarasova@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияRussian Federation HSE UniversityRussian Federation202408112024331083103Copyright © Тарасова Е.А., 20242024Тарасова Е.А.Tarasova E.A.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5199

   В работе исследуется успеваемость студентов программы «Социальный лифт», реализуемой в логике принципа позитивной дискриминации и предназначенной для помощи в поступлении тем студентам, которые по различным социальным причинам имеют более низкие шансы поступления при высокой конкуренции. Объективный приём в российские вузы и высокая селективность НИУ ВШЭ, о котором идёт речь в данной работе, не позволяют с уверенностью переносить выводы зарубежных исследований на российский опыт. Ранее программа исследована не была. Предполагалось, что студенты программы продемонстрируют успеваемость выше, чем их сверстники, поступившие по общим основаниям, – это предположение следует из качественного исследования коллег, установивших, что студенты данной программы имеют прогрессивный нарратив преодоления неравенства. В исследовании используется регрессия с фиктивными переменными на административных данных об успеваемости студентов (источник – АСАВ ВШЭ) и опросных данных о социально-экономическом статусе студентов (Опрос абитуриентов НИУ ВШЭ). По результатам анализа можно заключить, что при прочих равных студенты программы «Социальный лифт» демонстрируют успеваемость ниже, чем студенты, поступившие на бюджетные места на общих основаниях, хотя и демонстрируют в среднем успеваемость на уровне оценок «хорошо», а значит имеют все шансы получить высокую отдачу от высшего образования и преодолеть неравенство. Требуются дополнительные исследования по теме для отделения вторичных эффектов неравенства, а также оценки фактической социальной мобильности студентов, обучающихся на программе. Полученные результаты могут быть полезны при проектировании образовательной политики в части расширения доступа к высшему образованию.

   This work investigates the academic performance of students enrolled in the “Social Elevator” program at Higher School of Economics (HSE University), which operates under the principle of affirmative action and aims to assist those students who have lower chances of admission due to various social reasons in a highly competitive environment. Objective admissions in Russian universities and the high selectivity of the HSE University, discussed in this paper, do not confidently allow the application of conclusions from foreign studies to the Russian experience. The program had not been previously researched. It was assumed that students of the program would show higher performance than their peers admitted on a general basis – this assumption follows from qualitative research that found that students of this program possess a progressive narrative of overcoming inequality. Regression with dummy variables based on administrative data on student performance and survey data on the socio-economic status of students are used for the analysis. According to the regression analysis results, all else being equal, students of the “Social Elevator” program demonstrate lower performance than students admitted on budgetary places on general grounds, although they average grades at the “good” level and therefore have a chance to get a return to education and overcome inequality. Further research on the topic is required to separate the secondary effects of inequality, as well as to assess the actual social mobility of students participating in the program. The results can be useful in designing educational policy in the field of expanding access to higher education.

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The authors declare that there are no conflicts of interest present.